Using an ocean culture course to improve students’ marine life concepts and learning interest

Abstract

This study aimed to determine the effectiveness of an ocean culture course using the TRIP learning model (Triggered situational interest-Reading-Inquiry-Presentation) in enhancing students’ marine life concepts and learning interests. The participants consisted of 67 first graders (6 years old). A quasi-experimental design was employed, and the mixed methods analysis was used in this study. The results indicated that the experimental group students’ concepts of marine life were improved with a large effect size (d = 1.4), and they outperformed their counterparts with a large effect size (f = 0.40). The students’ learning interest in marine ecological conservation concepts was improved with a medium effect size (d = 0.53), and they outperformed their counterparts with a large effect size (f = 0.54). The results revealed that using the TRIP learning model for marine education improved the teaching of the teachers who taught the experiment group. Moreover, the model enhanced the effectiveness of the students’ learning interest in understanding marine life and marine ecological conservation concepts. Finally, some suggestions for further teaching and research were provided.