| Summary: | 碩士 === 大葉大學 === 工學院碩士在職專班 === 101 === This study is about the investigation of effectiveness on parent-child learning in carbon footprint of the middle and high grade students in elementary school. The investigation questionnaire about parent-child learning effectiveness in carbon footprint was designed for the pretest and the posttest, so the parent-child learning courses designed for the experimental group can be investigated. SPSS software was used to collect statistic data and conduct related analyses. Not only the background and status of students and parents was explored, the learning effectiveness on knowledge, attitudes and behavior were also investigated with the analysis of the relationship among knowledge, attitudes and behavior at the same time.
The conclusions of this study are as the followings. 1. The main reason why parents can not accompany their children to learn is the busy work. Most students learn about the carbon footprint from schools, and parents learn from television and networks. 2. The average frequency of parent-child learning is sometimes. The attitude about the learning effectiveness is positive. 3. High grade students' knowledge is better than middle grade students', but different grades do not make significant differences on attitudes and behavior. Different genders and educational levels of the parents do not affect knowledge, attitudes and behavior. 4. After parent-child learning courses, students from the experimental group get better scores at the posttest than the pretest Nevertheless, There was no significant difference in the control group. Parents' attitude at the pretest is better than the posttest, but parents' knowledge and behavior make no significant difference. 5.Attitudes and behavior were positively correlated. Nevertheless, Knowledge and attitudes, knowledge and behavior were not significantly related.
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