Exploring the Most Effective Form of Multimethod Rangeland Literacy Learning in Texas

Abstract

Creating agents of change equipped with the knowledge of best management practices is crucial to the preservation of vulnerable grassland savannas facing woody plant encroachment. The goal of this study was to utilize a pre-post intervention design to determine the knowledge and attitude change associated with various outreach and education online, in-person, and hybrid approaches in adult and youth participants on rangeland literacy and woody plant management strategies, such as prescribed fire, multispecies grazing, and pyric herbivory. Key findings revealed that teaching methods that used web-based and blended learning modalities were most effective at improving knowledge and attitudes of participants. Additionally, we identified that 9th–12th age groups reaped the most benefits from fully web-based and blended learning approaches.