Evaluation of the Wisconsin Energy Cycle Education Program

Abstract

Current energy consumption behaviors, especially those dependent on fossil fuel resources, have led to environmental and social problems on a global scale. To create a responsible, energy aware citizenry, there is a great need for energy education, including programs for the general public and for schools. Educational programs and materials are needed to equip students with the skills needed to understand the complex relationship between energy and economics, politics, and global relations. In response to the increased demand for energy education activities, various organizations have created materials spanning a wide range of energy topics across many disciplines. Studies show, however, that many students are not mastering essential energy concepts and issues through current energy education efforts. Research points to the lack of activities and curricula with which to motivate and interest students. There is a need, therefore, for active hands-on educational activities that involve students and tie energy issues to their daily lives. The Energy Cycle Education Program is an innovative, hands-on, energy education approach which teaches energy awareness, conservation, and efficiency. The Energy Cycle is a bicycle-powered generator that is hooked up to a display panel of incandescent and compact fluorescent light bulbs, a fan, blow dryer, radio, and tape player. Students pedal the stationary bicycle and generate electricity to power the light bulbs and other appliances. Participants can feel the different amounts of electricity required to power each appliance. Recognizing its potential educational value, Wisconsin Demand-Side Demonstrations (WDSD) funded the Wisconsin Energy Cycle Education Project (WECEP) from 1993-1994. With WDSD's assistance, the WECEP placed 5 Energy Cycles in Wisconsin environmental learning centers. WDSD also covered operational expenses to implement and evaluate the Wisconsin Energy Cycle Education Program (WECEP). WDSD selected the Central Wisconsin Environmental Station (CWES) to develop, coordinate, and evaluate the WECEP. CWES is a residential environmental education center operated by University of Wisconsin - Stevens Point. WDSD was interested in knowing how effective the program was in educating students about resources and conservation practices. If the program and activities prove to be effective, efforts could be made to adapt the program to other settings and promote its use statewide and possibly nationally. This research project, reported in this thesis, focuses on an assessment of the effectiveness of the Wisconsin Energy Cycle Educational Program in teaching youth about energy concepts. This information could help WDSD and other energy education groups better understand the educational benefits of the Energy Cycle and, in tum, stimulate the development and implementation of new energy education programs. The overall goal of this project is to evaluate the effectiveness of the Energy Cycle Education Program in promoting participants' awareness, positive attitudes, and behavioral intentions regarding energy resources and conservation practices. The study incorporates the perspectives of grade school students, their teachers, and the Energy Cycle Program instructors. More specifically, the objectives of the study include a review of past efforts related to energy education, and an assessment of the effectiveness of the Energy Cycle lesson plan activities in promoting participants' awareness, positive attitudes, and behavioral intentions regarding energy resources and conservation practices. Student test results were analyzed to determine the impact of the Energy Cycle lesson on students attitude, knowledge, and behavioral intention. A comparison of simple mean pre- and post-test scores by school for the three factors (attitude, knowledge, and behavioral intention) suggests that the energy cycle had a significant impact on attitude and knowledge, but not on behavioral intention. A regression model was used to statistically assess the effect of treatment, pretesting, and the equivalence of Solomon Four Groups. A simple t-test was used to assess the influence of grade level on pretest score, gain between pretest and posttest scores, and an analysis of individual questions. The regression analysis supported the earlier indicators that there was a difference between treatment and control groups relative to attitude and knowledge, but not a significant change in behavioral intention for either group. An analysis of the results for individual questions reveals that most of the effect on attitude and knowledge came from questions that had to do with incandescent versus compact fluorescent lighting. Presumably, the hands-on demonstration of the difference in energy use between the two types of bulbs made a more lasting impression than did more general lesson items that were not directly connected to the energy cycle demonstration. There was one behavioral intention question that did exhibit a significant change. This was also a question dealing with lighting. Student, teacher, and Energy Cycle instructor questionnaire results also indicated that the Energy Cycle program was very effective, interesting, and enjoyable. Based on these findings, recommendations are made for using the Energy Cycle in schools, environmental education centers, and at festivals and other large events.