Uncovering Botanical Literacy Profiles in Higher Education: Cognitive, Affective, and Psychomotor Domains
DOI:
https://doi.org/10.24252/asma.v8i1.64310Keywords:
botanical literacy, gender differences, learning outcomes, three domainsAbstract
This study aims to examine differences in botanical literacy levels between male and female students, as well as changes in literacy before and after participating in a botany course. Botanical literacy was assessed across three domains: cognitive (knowledge), affective (appreciation), and psychomotor (skills). Data were collected through online questionnaires and tests measuring the three literacy domains. Descriptive statistics were used to compare results by gender and before and after the botany course. Gender-based analysis revealed that female students scored higher in the cognitive domain, while male students outperformed females in psychomotor skills. Comparisons of literacy scores before and after the botany course showed relatively stable results across all domains, with no statistically significant differences. However, a positive trend was observed, indicating the program’s beneficial impact on students’ botanical literacy. These findings highlight the importance of learning approaches that consider gender differences and emphasize hands-on activities to improve comprehensive botanical literacy.
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