Environmental Teaching Using Creativity–Based Learning (CBL) for Undergraduate Students, Rajabhat Mahasarakham University

The purposes of this research were to investigate the efficiency of environmental teaching using Creativity–Based Learning (CBL), to compare the environmental knowledge, the attitudes towards environmental conservation and the environmental problem-solving thinking ability of students before and after learning and to compare the environmental knowledge, attitude towards environmental conservation and the environmental problem-solving thinking ability of students of different genders and faculties after learning. The sample were 52 undergraduate students studying at Rajabhat Mahasarakham University and enrolling in the Natural Resources and Environmental Management in Thai Course. They were selected by a purposive sampling method. The research instruments were 7 lesson plans on the environmental teaching based on CBL, the environmental knowledge test, the environmental conservation attitude assessment and the environmental problem-solving thinking ability assessment. The statistics for data analysis were frequency, percentage, mean and standard deviation, t-test, F-test (One-Way MANOVA, One-Way MANCOVA and Univariate Test) were also employed for the hypothesis test.The study results were as the efficiency of the environmental teaching using CBL was 80.90 /82.28, which was higher than the set criteria of 80/80, the mean scores of the students on the environmental knowledge, the attitudes towards environmental conservation, and after the studying, the environmental problem-solving thinking ability were significantly higher than those of before studying at the .05 level, the environmental knowledge, the attitudes towards environmental conservation, and the environmental problem-solving thinking ability of the students of different genders were not different (p > .05) and the environmental knowledge of the students of different faculties was significantly different at the .05 level. However, their attitudes towards environmental conservation and environmental problem-solving thinking ability were not different (p > .05).Â