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Intervention and assessment of earthquake knowledge at rural schools near the New Madrid seismic zone, USA

Natural Hazards volume 104, pages 1315–1329 (2020)Cite this article

Abstract

Possible recurrence of large earthquakes such as the 1811–1812 New Madrid sequence presents a significant hazard in the Central United States. The efficacy of earthquake educational interventions intended to mitigate the Central United States earthquake threat has not been assessed. We describe the assessment of an intervention consisting of earth science and earthquake content presentations, an earthquake simulation and preparedness video, discussions with questions and answers, and a safety drill. Elementary and middle school students in nine schools in rural Illinois were tested before and after the intervention to determine the effectiveness of the intervention. Data were collected using a 21-item, 3-construct questionnaire. Following factor analysis of the survey data, general linear mixed models were estimated to examine the effect of the intervention on student knowledge along three domains. Results indicated students’ knowledge increased significantly in local and general earthquake knowledge, as well as in general earthquake safety knowledge. Findings of this study provided evidence to improve earthquake outreach programs and to advance science teaching methods, especially in rural schools. Additionally, the assertion that interventions must be assessed was reinforced, and information gained will improve the assessment instrument and methodology.

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Acknowledgements

This work was supported by the Illinois Emergency Management Agency (IEMA) grant Earthquake Hazard Mitigation and Education Video - IEMA/FEMA–FEMA–DR–1633-IL. “Suddenly on an Average Day” was produced by Scott Hodgson in collaboration with Harvey Henson and with the cooperation of several community volunteers. The authors wish to thank Christine Black-Corley and Dustin Heidel for assistance with data collection and Frackson Mumba, Vivien Chabalengula, John McIntyre, and James Conder for instrument review and assistance in data analysis. We also express appreciation to the administrators, teachers, parents, and students from the schools that participated in this study.

Funding

This research was supported by the Illinois Emergency Management Agency (IEMA) grant Earthquake Hazard Mitigation and Education Video - IEMA/FEMA–FEMA–DR–1633-IL.

Author information

Authors and Affiliations

  1. School of Earth Systems and Sustainability, Southern Illinois University, 475 Clocktower Drive MC4360, Carbondale, IL, 62901, USA

    Harvey Henson

  2. School of Education, Southern Illinois University, 475 Clocktower Drive MC4360, Carbondale, IL, 62901, USA

    Harvey Henson

  3. School of Human Sciences, Southern Illinois University, 475 Clocktower Drive, Carbondale, IL, 62901, USA

    Justin McDaniel & Tishauna Edwards

  4. College of Fine Arts and Communication, Western Illinois University, 1 University Circle, Macomb, IL, 61455, USA

    Rajvee Subramanian

Authors
  1. Harvey Henson
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  2. Justin McDaniel
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  3. Rajvee Subramanian
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  4. Tishauna Edwards
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Contributions

All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Harvey Henson and Rajvee Subramanian. Advanced psychometric analysis was performed by Justin McDaniel, Harvey Henson, and Tishauna Edwards. The first draft of the manuscript was written by Harvey Henson, and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Harvey Henson.

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The authors declare that they have no conflict of interest.

Ethical approval

This study involved human subjects and was reviewed and approved by the Southern Illinois University at Carbondale Human Subjects Committee, Protocol Number 12095. This institution has an Assurance on file with the USDHHS Office of Human Research Protections. The Assurance number is 00005334. Approval was granted before the data were collected, and informed student assent and parental consent were obtained because this research involved minor students in public schools. Permission from administrators and educators to conduct the study at participating schools was also obtained.

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Henson, H., McDaniel, J., Subramanian, R. et al. Intervention and assessment of earthquake knowledge at rural schools near the New Madrid seismic zone, USA. Nat Hazards 104, 1315–1329 (2020). https://doi.org/10.1007/s11069-020-04215-1

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  • DOI: https://doi.org/10.1007/s11069-020-04215-1

Keywords

  • Earthquake science education
  • Educational assessment
  • Rural education
  • Earthquake preparedness
  • Earthquake intervention