Questionnaire

Quantatitive Evaluation
Table 3 - Questionnaire

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Please answer the questions by ticking the right box. You don’t have to put your name	Strongly agree	Agree	Disagree	Strongly disagree
1) On the whole I understand what a global footprint is	33	31	26	10
LOSEHILL HALL 2a) I enjoyed this lesson	66	18	8	8
2b) I feel I learnt some new things	39	48	8	5
2c) I would recommend going to other friends	36	31	14	19
LESSON ON GLOBAL FOOTPRINT 3a) I enjoyed this lesson	34	44	12	10
3b) I feel I learnt some new things	30	45	11	14
3c) I would recommend this lesson to other friends	28	33	17	22
HEELEY CITY FARM 4a) I enjoyed going to Heeley City Farm	44	44	0	12
4b) I feel I learnt some new things	64	18	18	0
4c) I would recommend going to other friends	37	50	13	0
LESSON ON GLOBAL WARMING AND FLOODING 5a) I enjoyed this lesson	40	21	3	36
5b) I feel I learnt some new things	29	39	11	21
5c) I would recommend doing this lesson to other friends	19	25	25	31
LESSON ON SOLAR ENERGY/POWERED CARS 6a) I enjoyed this lesson	71	15	8	6
6b) I feel I learnt some new things	40	40	8	12
6c) I would recommend this lesson to other friends	52	11	19	18
7) I have talked to my family or people I live with about some of the lessons and trips above	32	30	12	26
8) I would like to do some things differently as a result of the above trips and lessons	37	35	14	14
9) I have taken some steps to make changes in my life, as a result of the above trips and lessons	29	21	20	30

Discussion of results

Over two thirds of children (63%) had seemingly understood the core concept of the ‘global footprint’. In general children agreed, more than not, that they had enjoyed, learnt from and would recommend the various sessions. The trip to Losehill Hall and SHEEP’s lesson scored highest for enjoyment. Over two thirds of children (72%) indicated that they would like to do some things differently as a result of the trips and lessons, and half (50%) are taking steps to make changes in their life.

These results are overwhelmingly positive, but once they have been assimilated with the limitations below they have to be taken into context with findings from the other elements of the evaluation.

Limitations

In retrospect, having an odd number of catagories for children to choose from meant 'forcing' them to implicitly take either a positive or negative position. A problem with having a middle, undecided position is that it often becomes prominent as it can be easier to choose, but having the choice, arguably, would have been better than not having it.

The time between the various lessons and visits meant that when the questionnaire was undertaken, some children had difficulty recalling in detail memories of the lessons/visits. Ideally feed back could have potentially been gathered after each session, although this was beyond the time and resources of the evaluation process for this year.