Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010
Garden and green space learning improves educational outcomes
This paper investigates the impact of garden-based learning on academic outcomes by examining 48 studies conducted between 1990 and 2010. The authors used a research methodology based on the work of Suri & Clarke (2009), the Methodologically Inclusive Advancements in Research Synthesis (MIRS) method. The authors selected studies for inclusion in the synthesis based on five criteria: (a) there was garden based-curriculum, (b) academic outcomes were measured, (c) exposure consisted of a minimum of an hour at least every 2 weeks, (d) there was connection with schools, and (e) assessment measures were specific to the age group being studied. They conducted their search using multiple electronic databases, with the key words or phrases: (1) garden-based education, (2) academic achievement, and (3) evaluation. 48 studies warranted inclusion in the synthesis. The authors broke the studies apart further by the demographic, descriptive information, (e.g. grades and ages of children, topics emphasized as outcomes of garden based learning), and research methodology of each study (e.g. qualitative, quantitative, mixed method) of each study. The majority of studies examined took place in public school systems with most of the studies investigating white children.
The authors found these programs were generally successful with more than 90% of studies reporting significant positive outcomes for participants (only one study reported negative outcomes). The most successful programs were those that incorporated “direct hands on experience” (i.e. experiential learning) with in-classroom learning, rather than one or the other. Results showed that most positive impacts were for direct academic outcomes, most notably, science knowledge, followed by math and language arts. Indirect academic outcomes such as social development were also reported. The authors reported that the literature suffers from a lack of methodological rigor and incomplete descriptions of methods and interventions.
Citation
Williams, D. R., Dixon, P. S., (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Review of Educational Research,
