Effects of Citizen Science-Based GLOBE–NASA Soil Observation Activities on Science Learning Outcomes among Primary School Students: Supporting Sustainable Development Goal 4 (Quality Education)
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Abstract
This study aimed to investigate the effects of citizen science learning through GLOBE–NASA soil observation activities on scientific knowledge, science process skills, scientific attitude, and student satisfaction among primary school students. A quasi-experimental nonequivalent control group pretest–posttest design was employed. The participants were 64 Grade 2 students from two intact classrooms at Anuban Chonburi School, Thailand. The two classrooms were randomly assigned to the experimental group (n = 32) and the control group (n = 32). Research instruments included Citizen science lesson plans based on GLOBE–NASA soil observation activities, a scientific knowledge test, a science process skills assessment, a scientific attitude questionnaire, and a satisfaction questionnaire. Data were analyzed using descriptive statistics, t-tests, and analysis of covariance (ANCOVA). The results revealed that students in the experimental group achieved significantly higher scientific knowledge and science process skills scores than those in the control group after the intervention (p < .001). In addition, the experimental group demonstrated significantly more positive scientific attitude than the control group (p < .001), with attitude rated at a very high level (4.61 ± 0.34). Student satisfaction with the activities was also at a very high level (4.72 ± 0.38). The engagement rate during learning activities was 85.4%, while instructional fidelity reached 97.5%. In conclusion, Citizen science learning through GLOBE–NASA soil observation activities effectively enhanced students’ scientific knowledge, science process skills, and scientific attitude while promoting high levels of satisfaction and engagement. The findings suggest that Citizen Science approaches should be integrated into primary science education to improve learning outcomes and support Sustainable Development Goal 4 (Quality Education).
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