Table 1. Cohort demographics table.
| Course | Year | Location | Number of students | Gender distribution | Age distribution (years) | Notes on questionnaire on perception | Experimental design (Number of topics) |
|---|---|---|---|---|---|---|---|
| Wildlife Conservation Course | 2015 | University of Nottingham Malaysia Campus | 21 | 10 males; 11 females | 1 (<20); 8 (21–25); 8 (26–30); 2 (31–35); 2 (>35) | In section 1, the statements ‘Appreciation of application’ and ‘Degree of connection with peers’ were not in the questionnaire. Section 2 on intrinsic motivation and section 3 on bondedness were not in the questionnaire | Counterbalanced measures design (3); Repeated-measures design (1) |
| Wildlife Conservation Course | 2016 | University of Nottingham Malaysia Campus | 16 | 4 males; 12 females | 8 (21–25); 4 (26–30); 2 (31–35); 2 (>35) | All sections and questions were in the questionnaire | Counterbalanced measures design (3); Repeated-measures design (2) |
| Diploma in International Wildlife Conservation Practice | 2015 | University of Oxford Wildlife Conservation Research Unit | 8 | 4 males; 4 females | 2 (21–25); 5 (26–30); 1 (>35) | In section 1, the statement ‘Appreciation of application’ with peers’ was not in the questionnaire. Section 2 on intrinsic motivation and section 3 on bondedness were not in the questionnaire | Repeated-measures design (3) |
| Diploma in International Wildlife Conservation Practice | 2016 | University of Oxford Wildlife Conservation Research Unit | 8 + 2 | 5 males; 5 females | 2 (21–25); 7 (26–30); 1 (31–35) | All sections and questions were in the questionnaire | Repeated-measures design (5) |
| Total | 55 | 23 males; 32 females | 1 (<20); 20 (21–25); 24 (26–30); 5 (31–35); 5 (>35) |
Note:
Repeated-measures design: a single group of students were taught the first session with one lesson type and then the second session with another lesson type. Counterbalanced design: class was divided into two groups and both were subjected to a two-session lesson. During the first session, one group underwent one lesson type and the other underwent the other lesson type. In the second session, the treatments were swapped and thus each group experienced both types of lesson in a balanced ordered manner. Details on the experimental design used and content taught for each topic and session are provide in Table 2.