Educational Facility Users: A Study on Improving Environmental Curricula and General Pedagogy from Students and Instructors in Anyang

Abstract

The purpose of this study was to investigate ways to improve environmental curricula and local pedagogy by analyzing the satisfaction factors of student and instructors of various educational facilities in Anyang, South Korea. A survey questionnaire was conducted for 30 days from August 27, 2018 to September 26, 2018, for a sample group consisting of 1,000 participants in Anyang. The survey questionnaire investigated various curricula and the educational, recreational, social, and environmental effects of pedagogy while studying the spatial, service, environmental, and policy factors of its corresponding facilities for both students and instructors.

The cognitions of ‘Awareness to curriculum and pedagogy’ were analyzed. The cognitions of the purpose of taking classes were dispersed somewhat steadily among possible selections with ‘...for personal growth in developing skills.’ set at the highest frequency, and ‘...to be able to give and follow orders.’ set at the lowest frequency. In addition, class satisfaction was moderately set at above average frequency, while the above average frequency of student-teacher relationships was set moderately lower than class satisfaction’s above average frequency. In regards to curriculum and pedagogy satisfaction, the frequencies of both were set somewhat steadily. ‘Athletics and wellness’ was the most liked, while ‘Mathematics’ was the least liked. In addition, ‘Visual spatial’ and ‘Auditory-musical’ was the most liked, while ‘Solitary’ study was the least liked. Then, in ‘Checking academic progress’, ‘Tests/exams’ was set at the highest frequency, while ‘Frequent homework’ was set at the lowest frequency. In regards to fondness of nature and pets, ‘Outdoor activities’ was set at a significantly high frequency of approval, while ‘Have or want pets’ was set at a significantly low frequency of approval. Thus, the potential capability of environmental curricula improvements and general pedagogical improvements is very strong. In cognition towards the awareness on effects of environmental pedagogy, ‘Participate in camping and outdoor sporting (fishing, hiking, etc.)’ and ‘Participate in special interest meetings (hobbies and camps)’ were shown to be in high points of agreement. Furthermore, in preference of the types and activities of the 7 styles of pedagogy, ‘Use images, pictures, color and other visual media’, ‘Use sound, rhyme, and music’, ‘Role-playing is a technique that works well with others’, and ‘Highlighting your thoughts and feelings when you visualize’ were shown to be highly preferred types. Within the awareness on effects of environmental pedagogy, the three (3) factors were categorized as; ‘Environmental improving effects’, ‘Cultivation of gardens’, and ‘Participation in experiencing/education programs’ respectfully. In addition, three (3) factors were prevalent in types and activities of the 7 styles of pedagogy, thus categorized as ‘Analytical Learner’, ‘Emotional Learner’, and ‘Investigative Learner’.

In addition to conducting a correlation analysis to determine the correlation between the preference of class satisfaction and satisfaction with nature responses for possible continuity, further research analytics rearranged the acquired data into two (2) additional forms of data output consisting of clusters and parallel plot groups. There were four (4) distinct clusters created from a dendrogram that grouped each participant’s profile according to fifty-six (56) of their cumulative survey questionnaire responses. Within the dendrogram of participant profiles, the four clusters were categorized as; ‘Low environmental engagement’, ‘Moderate environmental engagement’, ‘High environmental engagement’, and ‘Arbitrary environmental engagement’ with respect to environmental curriculum and pedagogy. Furthermore, the dendrogram data was converted to a series parallel plot points groups. Moreover, five (5) additional parallel plot groups were created and categorized by academic level, occupation, residence, age, and gender respectively.

Conclusively, although the current situation of the city of Anyang is in the stages of major urban redevelopment, the potential overall effects of environmental education in Anyang are great. In the future, a diverse plethora of programs, such as diverse education/experiencing programs and information supporting programs can be applied to future curriculum and pedagogical development. In addition, the results of this study can be used as basic material for studying environmental awareness and directions of improvement for environmental education and pedagogy in the future.