Department of Education – Schools Division Office of Laguna

Document Title Document No. CID-WWAR-001

Revision No. 0
RECOGNITION/ Effectivity Date November 3, 2020
INTERNATIONAL AWARDS
Page No. 1 of 3

Data Analysis and Conclusions Educator Surveys The online educator surveys were sent to

elementary schools, one junior high school, two high schools, and one afterschool program in

a local school district. Few responses contributed to both quantitative and qualitative data

regarding the current use of youth gardens and the expressed wants and needs of educators

for starting or expanding garden-based education programs. The survey responses were

analyzed for patterns and trends, which emerged from these main areas: garden use, student

behaviors, challenges, and resources for support. Online Survey Response Trend: Garden

Use. 50% of respondents indicated that they currently have a garden at their school.

However, the majority of those who have gardens noted that they use the garden less than 5

times during the growing season, with 80% of them mentioning they lead activities in the

gardens less than three times per year. In regard to who is in charge of managing the school

gardens, 80% of respondents indicated that it was a cooperative effort between teachers,

parents, students, and the community, echoing the finding in the literature review that it is

critical to have the collaboration of teachers and parents when gardening with youth (Sottile

et al., 2016). The activities implemented in the school gardens largely revolved around

sensory observations and planting seeds, with some science lessons involving soil quality and

inquiry projects. Produce from the gardens is used in a variety of ways, including for

academic study, nutritional classes, harvested and eaten during lessons, and sent home with

students. One respondent indicated that a lot of waste is left over from the garden, as there is

not currently a system for harvesting at their school. This participant commented, 38 We do

not utilize our garden properly. I can see it making a huge difference if it was done properly.

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 Department of Education – Schools Division Office of Laguna
Document Title Document No. CID-WWAR-001
Revision No. 0
RECOGNITION/ Effectivity Date November 3, 2020
INTERNATIONAL AWARDS
Page No. 2 of 3

Our first year (teacher ran) was our most successful year. The next year it was turned over to

special ed students only. The third year a district coordinator took over and the last year a few

classes planted, a parent watched it over the summer...not sure what happened to the

harvest...I think the parent took it...she did the work...so she took it. The survey results

indicate that there is potential and interest in utilizing school gardens, as 50% of respondents

already have a garden at their site and the 50% that do not have a garden indicated that they

are interested in starting one. Current programs may benefit from a more methodological

approach for implementing lessons, activities, and systems addressing harvests and waste.

Online Survey Response Trend: Student Behaviors. Respondents noted mixed behaviors from

students from being out in the garden, with most indicating that they saw no difference in

student behavior after implementing MPESactivities, and one respondent noticing distraction

in some students from the change in their normal school day routine. Many also commented

on how results could be different if they utilized the gardens more frequently during the

school year. 20% of the surveys indicated improvements in students’ attention in class, social

skills, academic performance, and leadership skills, and 40% of the surveys noted

improvement in motivation and self-confidence in their students while learning in the garden.

Evidence of positive student behaviors resulting from GBE activities is revealed in the

following comments: • Some challenging students tend to be more attentive and right up front

willing to get dirty. 39 • Students are always excited when they are able to be outside and

learning. • I have noticed that some students are more engaged when we are out in the garden,

I think because they like being in an alternative environment. • One of our youth who I would

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 Department of Education – Schools Division Office of Laguna
Document Title Document No. CID-WWAR-001
Revision No. 0
RECOGNITION/ Effectivity Date November 3, 2020
INTERNATIONAL AWARDS
Page No. 3 of 3

never have pegged as a gardener decided to try our gardening activities the day they visited

the seed library. He was so excited when they returned and proceeded to plant some seeds

when he got back to the program. It has been fun to see him watch and care for his plants -

the progress they have made has been great. These responses infer the beneficial impacts

hands-on learning can have on student engagement and enjoyment of learning. While there

are certainly challenges to changing the daily routine of classroom activities, anecdotal

evidence from the survey responses supports the finding from the literature review that

getting outside and connecting to place can provide fun and meaningful learning

opportunities for students (Dirks & Orvis, 2005; Skinner et al., 2012; Sobel, 2004). Online

Survey Response Trend: Challenges. Respondents specified several challenges they face

when starting or expanding school garden programs. These challenges include no available

funding, lack of staffing, little or no knowledge about gardening, difficulty linking to core

academic standards, no interest in having a garden, and time constraints. Many of these

challenges mirror Eichorn’s assertion that school gardens often fall by the wayside due to

inadequate staffing and lack of gardening knowledge (Eichorn, 2014). The top area of

concern was not having the time to plan, grow, and teach lessons in a garden, with the second

highest challenge being linking GBE activities to academic standards.

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This document is updated and controlled if it bears the red
“CONTROLLED COPY” stamp. Otherwise, please refer to the
Control of Documents & Records (CDR) for your updated copy.