Embedded Place-Responsive Learning, Participatory Video and Scholastic Achievement in Northern Manitoba Adult Environmental Education

Abstract

Academic performance is a challenge confronting many postsecondary students in Northern Manitoba. As such, this study explores the role of situated (field-based) learning and participatory video in facilitating scholastic achievement relating to local freshwater availability and mindfulness. First-year students (n = 97) enrolled at the University College of the North in The Pas were randomly assigned to four adult education approaches containing identical subject matter. Student performance was assessed using outcomes of quantitative testing that focused on either foundational concepts or applied skills. Empirical data were examined using ordered multinomial logistic regression and explored cursorily in relation to unsolicited qualitative statements arising from in-stream participatory video and digitally-captured post-test interviews for each enrollee. Non-conventional lesson interaction inclusive of a modified participatory video approach significantly (p = 0.003) increased quantitative test score means by 26%, raised applied skill scores by one grade level (12%) and significantly (p = 0.07) improved concept understanding between five and 20%. Despite benefits, northern self-declared Aboriginal students still had lower (−11%) test scores on average. Importantly, there was less of a difference academically between non-and self-declared Aboriginal student test scores when situated learning and participatory video use were compared to didactic delivery alone. By identifying non-conventional strategies for improvement in environmental education, tertiary level institutions are presented another option for increasing academic performance ideally mitigating high attrition rates that continue to plague postsecondary education in Northern Manitoba; and for that matter, Canada.

Nurturing Environmental Transformation and Scholastic Success in Northern Manitoba

“…This postscript level of mixed ethno-analysis goes beyond quantitative data collection and pre-analyzed scholastic ranking of UCN student test scores in Stepaniuk (2019). Five additional method phases integrate preceding appraisal with accompanying and quantified affective beliefs ( Figure 1).…”

“…Class and stream level video-ethnoanalysis accordingly would provide descriptive and theoretical insight into didactic delivery, place-sensitive alteration in lesson design, and the perceived need for improved evaluative practice. Investigative emphasis was on examining encoded normative elements of respondent self-awareness and environmental decency alongside allied quantitative test scores previously dissected (Stepaniuk, 2019). As boreal Indigenous students are intricately linked to their lotic surroundings, remote ethnographic expression would offer exciting mixed data assemblages concerning community and freshwater sustainability while sensitizing UCN to vital challenges in video interviewing.…”

“…The fact Johnston's participants were compelled to lobby on behalf of their own observations, be too generous to colleagues, and experience tacit pressure to support comments of the researcher or dominant personalities, I used a 'modified' single-frequency PV procedure to chronicle streamside perspectives and post-interview offerings in this northern Manitoba study. (Stepaniuk, 2019) Upon completion of the stream activity, a 22-question 57-mark knowledge and skills acquisition test was administered to each student. For purposes of research integrity, specific test questions were not provided prior assessment.…”

“…Amalgamation of quantitative test score findings (Stepaniuk, 2019), situated PV and unsolicited interview code themes provided a unique measure of assessment and verification rather than drawing solely from academic test scores or subjective video-recorded perceptions. Accepting this blended assessment design and procedural outlook, classroom and outdoor assessments were expected to promote a mixed scholastic and ethnosemantic blend as a reflection of an analytical formation.…”

“…Digital recording by the students themselves proved particularly attractive when addressing conceptualizations of this ethnographic activity. Not only did this visual imagery and modified PV technique provide descriptive 'allied' analyses of UCN student attitudes and behaviors, it was instrumental in exploring theorized factor-associations with previously investigated test scores to provide penetrating results (see Stepaniuk, 2019).…”