The Effect of Outdoor Sports as Undergraduate Elective Course on Environmental Sensitivity

Abstract

This study aims to examine the views of students who take or do not take outdoor sports as undergraduate elective course at different departments of Tokat Gaziosmanpaşa University on environmental sensitivity. The study group consists of 288 undergraduate students with a mean age of 20.9 ± 2.19 studying at the Faculty of Education, Vocational School of Higher Education, Faculty of Dentistry, and Faculty of Engineering and Natural Sciences. Of the students, 140 (90 males and 50 females) take Outdoor Sports as an elective course. Scanning method was employed in the study. A questionnaire on environmental sensitivity to determine the students’ knowledge, sensitivity and attitudes was conducted randomly as data instrument. In the evaluation of data, aside from descriptive statistical methods (arithmetic average, standard deviation, frequency-percentage), normality test was made for all variables in the research. All the variables comply with the normal distribution at p < 0.05 significance level. T-test was conducted for the independent variable in between-group comparisons of the parameters, with a statistical significance at p < 0.05 level. Within this study, a statistically significant difference was found between the general score averages of student views on environmental sensitivity by gender (p = 0.047). However, as far as taking Outdoor Sports as elective is concerned, there was not a statistically significant difference between the general score averages of student views on environmental sensitivity (p = .693). There was also no statistically significant difference between the general score averages of the views on environmental sensitivity of students who take and do not take the elective outdoor sports course (p < 0.05).

The Form of Parental Participation Influences on Environmental Education Learning Motivation During the Covid-19 Pandemic for Elementary School Students in Makassar City

“…Another non-physical form of participation indicator is the giving of learning motivation with a contribution of 22.805%. Based on the results of questionnaires that have been distributed to respondents or students, the existence of learning motivation is like providing a private teacher at home, providing motivation and enthusiasm [7,8].…”

“…To create an environmental ambiance that can provide opportunities for children to be active and creative effectively when studying, it is necessary to plan for optimal involvement of parents and view parents as working partners for the school. In this case, the involvement of parents is to always pay attention to children's learning activities at home [7,8,16].…”

“…Parents who are aware of their children's education will certainly give everything for the sake of their children's education. Parents will try to meet the learning needs of their children [7,8,16].…”

“…Physical participation consists of the form of providing adequate learning facilities at home. Learning facilities play a helpful role in facilitating and making easier the process of learning activities at home [6,7]. Learning facilities can be in the form of providing learning support books, proper study tables and chairs, and various other physical forms.…”

“…Non-physical participation provided by parents can be in the form of parental attention. [7,8] argues that attention is an activity carried out by a person related to stimuli choice that comes from the environment. While the attention of parents is the encouragement given to their children in the form of guidance, energy, thoughts, and feelings is carried out consciously.…”