Mini Review

Perceived Learning about Climate Change During Survey Responses: A Pre-Experimental Study with a Mexican Population

Lara-Klahr I and Urbina-Soria J*

School of Psychology, National University of Mexico, Mexico

Submission: August 15, 2024; Published: September 10, 2024

*Corresponding author: Urbina-Soria J, School of Psychology, National University of Mexico, Mexico

How to cite this article: Lara-Klahr I, Urbina-Soria J. Perceived Learning about Climate Change During Survey Responses: A Pre-Experimental Study with a Mexican Population. Glob J Intellect Dev Disabil. 2024; 14(1): 555876.DOI:10.19080/GJIDD.2024.14.555876

Abstract

This study was conducted as part of a broader investigation into the perception and communication of environmental change, climate change, and quality of life among a sample of 1,854 Mexicans [1]. Using a pre-experimental, pre-post design with a single sample, and based on the experiential learning theory, it was hypothesized that exposure to cognitive, emotional, and behavioral content related to climate change during a survey would positively influence participants’ perceptions of their own knowledge about the issue. A comparative analysis of responses to a relevant question administered before and after the intervention, answered using a 4-point Likert scale, was conducted using the Wilcoxon signed-rank test for related samples. The results indicated a significant difference between the pretest median (2.0) and the posttest median (3.0), with a Z value of -25.67 and a p-value of < .001. This finding was in the anticipated direction and had a large effect size (r ≈ 0.79). The result suggests that assessments can be effective tools for environmental awareness and education, while also highlighting the importance of considering the ‘learning effect’ during testing when designing studies.

Keywords: Climate change perception; Test learning effect; Pre-experiment; Self-efficacy

Climate Change as Part of the Triple Global Environmental Crisis

Humanity faces a triple global environmental crisis-climate change; loss of nature and biodiversity; and contamination-driven by economic systems, lifestyles, and associated consumption levels [2]. Focusing on climate change, according to the Sixth Assessment Report of the IPCC Working Group I [3], human influence on the climate system is causing widespread and rapid changes in the atmosphere, oceans, cryosphere, and biosphere. Key findings include:

1. Global Warming: The global average temperature has increased by approximately 1°C since the pre-industrial era (1850-1900), primarily due to greenhouse gas emissions from human activities.

2. Extreme Weather Events: The frequency and intensity of extreme weather events, such as heatwaves, heavy rainfall, and droughts, have significantly risen due to global warming.

3. Future Projections: If greenhouse gas emissions continue at current levels, global warming could exceed 1.5°C in the next two decades, increasing the likelihood of extreme weather events and impacts on ecosystems and society.

4. Climate Feedback: The report highlights tipping points and positive feedbacks, such as permafrost thawing and reduced sea ice, that could accelerate climate change.

5. Urgent Need for Mitigation: There is an urgent need to drastically reduce greenhouse gas emissions and adopt adaptation measures to limit global warming and its effects. Given the inadequacy of global action [4], more effective and coordinated global climate policies are needed to mitigate climate change impacts and adapt to its inevitable effects, including engaging society through educational and awareness campaigns.

Experiential Learning During the Administration of Environmental Attitude Surveys

Kolb’s (1984, as cited in UNESCO, [5]) experiential learning theory posits that assessments themselves can be considered learning experiences, contributing to a feedback cycle that allows educators to measure the effectiveness of their interventions and adjust their teaching strategies. In this context, UNESCO (2017:57) emphasizes the growing integration between education at all levels and civic action for the Sustainable Development Goals, advocating for the inclusion of assessments-as a form of learninginto environmental education as a key tool for sustainable development.

Self-Efficacy as a Precursor of Learning

Bandura’s theory of self-efficacy [6] highlights that individuals’ beliefs in their own abilities significantly impact their learning processes. According to Bandura, when learners perceive themselves as capable, they are more likely to engage actively, use effective strategies, and persist through challenges, thereby enhancing their learning outcomes. Conversely, low self-efficacy can reduce motivation and effort, underscoring the importance of fostering positive self-beliefs to improve educational success.

The Learning Effect During Testing

From a psychometric perspective, the ‘learning effect’ during testing may introduce error variance, particularly when assessing the temporal stability of a test intended for repeated use, as evaluated through test-retest reliability [7]. Based on these theories and educational practices, the General Objective of this study was to determine whether exposure to a survey designed to assess participants knowledge, emotions, risk perception, and behaviors regarding the global environmental crisis of climate change generates a perception of learning about this crisis.

Method

To achieve the stated objective, data from the broader study were utilized. A pre-experimental study with a pre-post design involving a single sample of 1,854 Mexicans from six states was conducted with a quantitative approach, adhering to ethical standards of informed consent and anonymity. The independent variable was exposure to a comprehensive set of questions about climate change, including characteristics, causes, effects, beliefs, attributions, psychological impacts, risk perception, policies, and sense of responsibility. The instructions and response options included extensive information on the crisis. The dependent variable was a key question about participants’ perception of being informed about climate change, answered using a 4-point Likert scale. This question was administered before and after exposure to climate change content.

Analysis

Given the ordinal nature of the scale, the Wilcoxon signedrank test was employed to determine if there were statistically significant differences in median scores.

Results

A statistically significant difference in medians was found between the scores obtained in the first administration (pretest=2.0) and the second administration (posttest=3.0), calculated using the Wilcoxon signed-rank test for related samples (Z = -25.67, p < .001), with a large Wilcoxon effect size (r ≈ 0.79). This result supports the hypothesis that exposure to climate change information during a survey increases the perception of being informed about the crisis.

Discussion and Conclusion

From a psychometric perspective, the results indicate that the ‘learning effect’ is evident in this type of evaluation, where individuals learn during the execution of the test. Although actual learning was not measured, the perception of learning was assessed, considering self-efficacy as a key factor, the result should be taken into account when designing research where the temporal stability of the test is important. The study’s results support the idea that using tests or surveys can be beneficial for educational processes and raising awareness on environmental issues, as suggested by the Goals of Education for Sustainable Development [5].

Limitations and Perspectives

The pre-experimental design, lacking a control group, limits the ability to fully explain the results. Future studies should adopt experimental designs with randomized control groups to better explain and understand the observed effects. Additionally, convenience sampling means the sample was not representative of the population, so random sampling is recommended for future studies. Given these study limitations, results and conclusions should be interpreted with caution.

References

1. Urbina J (2024) A manera de introducció In: En J Urbina (Ed.), Percepción y comunicación de riesgos ambientales, con énfasis en cambio climático y calidad de vida. Facultad de Psicología, DGAPA, UNAM, pp. 9-16.
2. UNEP & UNEA (2021) United Nations Environment Programme & United Nations Environment Assembly. For People and Planet: The United Nations Environment Programme strategy for tackling climate change, biodiversity and nature loss, and pollution and waste from 2022-2025.
3. IPCC (2023) Intergovernmental Panel on Climate Change. Climate Change 2021.The Physical Science Basis: Working Group I Contribution to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change (1.a ed.). Cambridge University Press.
4. https://www.unep.org/news-and-stories/story/2022-emergency-mode-environment
5. UNESCO (2017) Education for Sustainable Development Goals: Learning objectives-UNESCO Biblioteca Digital.
6. Bandura A (1997) Self-efficacy: The exercise of control (pp. ix, 604). W H Freeman/Times Books/ Henry Holt & Co.
7. Cohen R, Swerdlik M (2018) Psychological testing and assessment: An introduction to tests and measurement (edn.). McGraw-Hill Education.