Student Focus Groups Reveal Impacts of 4-H Program

As Extension professionals, we need to evaluate programs to know that what we're doing is having a positive and productive impact. This article summarizes how student focus groups validated perceived program strength for 4-H Wildlife Stewards (4-H WS).

Background

The concept of 4-H WS is to promote science learning and environmental stewardship among youth. Sustainable wildlife habitat sites are created on school grounds through a partnership of 4-H, trained volunteers, and school staff. To evaluate the effectiveness of the program, a series of focus groups was conducted with students.

Focus Group Methodology

We used focus groups as described by the American Statistical Association (1997):

Focus groups are . . . in-depth, qualitative interviews with a small number of carefully selected people brought together to discuss . . . . Unlike the one-way flow of information in a one-on-one interview, focus groups generate data through the give and take of group discussion. Listening as people share and compare their different points of view provides a wealth of information--not just about what they think, but why they think the way they do.

Focus groups are a form of qualitative research. When designing the questions we considered:

• How to obtain student perceptions of their involvement
• Asking each group the same questions
• Pre-approval by the university Institutional Review Board.

Focus groups were held spring 2005 to hear the views of 4th - 6th grade students who had been involved with 4-H WS for 2 years. School principals, teachers, and parents supplied names and gave permission for inclusion of the project. Five to seven students participated at six different schools in four counties.

The same moderator was used for each school. Children's responses were recorded on audio and video tape, and with a human note-taker. We learned that two video/audio cameras are essential to ensure complete information when there are technology failures! Each child was encouraged to participate as fully as he or she wanted and to tell us his or her opinions on each question.

Students-Reported Results

Students self-reported that 4-H WS is a positive and attractive educational experience that greatly enriched their school science education. Participants could name and describe science concept attainment that was uniquely fostered by 4-H Wildlife Stewards. They said that their attitudes toward science, school, and each other were improved as a result of participation.

Value of Schoolyard Learning Expressed

Focus group dynamics varied by school, depending on whether students were in the same home classroom. At all locations, there was agreement about the value of "place based" educational themes. Schools are the place where 4-H WS programs enabled students to get outside, do hands-on science, get involved in their neighborhoods, do work which helped the environment and school, and learn about nature. Many basic educational theories were validated. For example, they studied things they cared about--now at home and later in life.

Reality Increases Learning

Occasionally, students appeared to enjoy the opportunity to educate the grown-up facilitators, e.g., informing us that adults should become aware of how chemicals can enter water systems. In several cases, youth cited increased pride in their schools as a result of their outdoor habitats. They took care of habitat areas and became more aware of the appearance of the outdoor components of their schools, and how other people saw them.

In the groups we strove to ask questions in a permissive, non-threatening environment, encouraging students to be candid. When students were challenged that outdoor learning was not as important as school science, they disagreed. They pointed to increased learning because of the reality they encountered. They said that classroom learning was enhanced by the 4-H WS activities.

The moderator visited the school's habitat before the session began. That allowed her to jog the students' memories by reminding them of details regarding their own schoolyard. Children reported specific, memorable, thematic activities like community or butterfly gardens, stream rehabilitation, or cataloging trees. There were strong payoffs and outcomes described by students involved.

Participants could name and describe science concept attainment that was uniquely fostered by 4-H Wildlife Stewards. In the give and take of focus group discussion, participants described concepts and specific learnings tied to local activities and settings. Youth mentioned concepts about the personal nature of scientific inquiry, adaptation, and the role of ecology in neighborhood life.

Academics and Attitudes Revealed

Encouraging participants to expand on their comments provided additional insights. When a child would start talking about something not on the routine questions, we asked for more information. From this we found unexpected support for separate standardized achievement testing programs (e.g., state benchmark tests) at some schools. Students said that their testing was improved because they recognized major concepts such as nutrient cycles or environmental interaction.

In addition to the science content, the focus groups were designed to reveal attitudes. Students said that their attitudes toward science, school, and each other were improved as a result of being involved with the 4-H WS experience. A common theme was that students saw science to be LESS distant, unlikable, fearful, difficult, boring, and inaccessible. The willingness to report these issues varied between classmates, their comfort levels with each other, and the recorded process.

One question explored the relationship between 4-H WS science and classroom science. Some teachers used 4-H WS as an integral part of their classroom science program, while others used it as an adjunct. Several groups said that 4-H WS replaces "chapters in books" or kits. Students could think of even more connections that could be made with classrooms, e.g., writing or art assignments that could be done outdoors.

Conclusion

Student focus groups told a powerful story about the effectiveness and impacts of the 4-H Wildlife Stewards program. Auditory and visual feedback from students on their experiences served as an invaluable evaluation tool. In their own words, students demonstrated the value of classic Extension methodology: doing, reflecting, and applying knowledge.

References

4-H Wildlife Stewards, Oregon State University: www.wildlifestewards.4h.oregonstate.edu

Morgan, D. L. (1988). Focus groups as qualitative research. Newbury Park, CA: Sage.