Participants
There was a total of 27 students who provided consent and completed
both pre- and post-test, with 10 female students, 15 male students, and
2 who did not identify their gender. Their age was between 13 and 14
years old.
Results
Overall knowledge in weather issues
Students’ knowledge on weather issues was measured using 19
questions. Students’ knowledge on weather issues improved slightly from
an average score of 12.07 to 12.7. The difference, tested with Wilcoxon
test, was significant (W = 0, p <.001).
More than half of the students (17 out of 27) showed improvement:
Perceived level of competence in weather issues
Students’ perceived level of competence on weather issues was
measured using one question, “My level of knowledge about weather and
weather forecasts is…” using a 5-point Likert scale from 1(nil) to
5(extremely high). Students’ perceived level of competence on weather
issues improved slightly from an average score of 2.33 to 2.7. The
difference, tested with Wilcoxon test, was significant (W = 58, p
<.001).
Interest in learning more about weather issues
Students’ interest on weather issues was measured using one question,
“My level of interest in weather is…” using a 5-point Likert scale from
1(nil) to 5(extremely high). Students’ interest on weather issues
improved slightly from an average score of 2.33 to 2.56. The difference,
tested with Wilcoxon test, was significant (W = 105, p <.001).
Overall Interest in social issues
Students’ interests in social issues were measured by an adapted
scale of Interest in Social Studies by Gehlbach (2008). The 5-item scale
was measured on a 5-point Likery scale from 1 (not at all interesting)
to 5 (extremely interesting). Students’ interests changed from an
average score of 2.72 to 2.56. Individuals’ changes, tested using
Wilcoxon Test, was significant (W = 83.5, p <.001).
Self-efficacy (perceived ability) in social issues
Students’ perceived efficacy in social issues was measured across
different questions.
One question was “how confident are you that you can apply what you
have learned to help resolve the social issues introduced in this
program?”, rated on a 5-point Likert scale from 1 (not at all confident)
to 5 (extremely confident). Students’ efficacy in social issues was
about the same between pre-test and post-test, from an average score of
2.56 to 2.59. Individuals’ changes, tested using Wilcoxon Test, was
significant (W = 92, p <.001).
Another perceived efficacy question was, “when complicated ideas
about the social issues are presented in this program, how confident are
you that you can understand them?”, rated on a 5-point Likert scale from
1 (not at all confident) to 5 (extremely confident). Students’ efficacy
in social issues was about the same between pre-test and post-test, from
an average score of 2.93 to 3. Individuals’ changes, tested using
Wilcoxon Test, was significant (W = 14, p <.001).
However, when asked, “How confident are you that you will remember
the social issues introduced in this program next year?”, students did
not report an increase in confidence of remembering the materials, with
the average for pre-test score being 2.56, and post-test score being
2.48 (W = 75, p <.001).
Social Impact Report 2024
Participants
There was a total of 27 students who provided consent and completed both pre- and post-test, with 10 female students, 15 male students, and 2 who did not identify their gender. Their age was between 13 and 14 years old.
Method
Students were measured twice, before and after the activity. Students were measured several aspects:
Results
Overall knowledge in weather issues
Students’ knowledge on weather issues was measured using 19 questions. Students’ knowledge on weather issues improved slightly from an average score of 12.07 to 12.7. The difference, tested with Wilcoxon test, was significant (W = 0, p <.001).
More than half of the students (17 out of 27) showed improvement:
Perceived level of competence in weather issues
Students’ perceived level of competence on weather issues was measured using one question, “My level of knowledge about weather and weather forecasts is…” using a 5-point Likert scale from 1(nil) to 5(extremely high). Students’ perceived level of competence on weather issues improved slightly from an average score of 2.33 to 2.7. The difference, tested with Wilcoxon test, was significant (W = 58, p <.001).
Interest in learning more about weather issues
Students’ interest on weather issues was measured using one question, “My level of interest in weather is…” using a 5-point Likert scale from 1(nil) to 5(extremely high). Students’ interest on weather issues improved slightly from an average score of 2.33 to 2.56. The difference, tested with Wilcoxon test, was significant (W = 105, p <.001).
Overall Interest in social issues
Students’ interests in social issues were measured by an adapted scale of Interest in Social Studies by Gehlbach (2008). The 5-item scale was measured on a 5-point Likery scale from 1 (not at all interesting) to 5 (extremely interesting). Students’ interests changed from an average score of 2.72 to 2.56. Individuals’ changes, tested using Wilcoxon Test, was significant (W = 83.5, p <.001).
Self-efficacy (perceived ability) in social issues
Students’ perceived efficacy in social issues was measured across different questions.
One question was “how confident are you that you can apply what you have learned to help resolve the social issues introduced in this program?”, rated on a 5-point Likert scale from 1 (not at all confident) to 5 (extremely confident). Students’ efficacy in social issues was about the same between pre-test and post-test, from an average score of 2.56 to 2.59. Individuals’ changes, tested using Wilcoxon Test, was significant (W = 92, p <.001).
Another perceived efficacy question was, “when complicated ideas about the social issues are presented in this program, how confident are you that you can understand them?”, rated on a 5-point Likert scale from 1 (not at all confident) to 5 (extremely confident). Students’ efficacy in social issues was about the same between pre-test and post-test, from an average score of 2.93 to 3. Individuals’ changes, tested using Wilcoxon Test, was significant (W = 14, p <.001).
However, when asked, “How confident are you that you will remember the social issues introduced in this program next year?”, students did not report an increase in confidence of remembering the materials, with the average for pre-test score being 2.56, and post-test score being 2.48 (W = 75, p <.001).
Interest in contributing to the community
Students’ interest in contributing to the community was measured by a scale adapted from the civic engagement beliefs subscale by Voight and Torney-Purta (2013). Students’ interest in contributing to the community dropped, with a pre-test average score of 3.64, and post-test average of 3.41.
Examining individual students’ changes, it seems that there were four students that had a large drop intent to help.