This study explored the benefits of school gardening for children in Taiwan and investigated the factors influencing these benefits. Previous research indicated that children in North American enjoyed gardening programs and wanted to participate in gardening activities. The researchers conducting this study wanted to determine if children in Taiwan would have the same affinity for gardening.
Children selected to participate in this study were elementary students who had extensive experience with gardening. The students were from six different elementary public schools -- four of them located in suburban Taipei, the other two located in rural areas of central and southern Taiwan. All of the schools offered gardening to students for two or more grade levels and did so on a weekly basis for 40-minute to 2- hour sessions.
The researchers used two data-collection measures: a pre-interview questionnaire and small group interviews. The pre-interview questionnaire asked students to use a Likert-type scale in responding to the question ''Do you like to grow plants?'' They were also asked to indicate what plants they had grown before, what they think about when they look at plants, and what they thought about when growing plants. The purpose of this questionnaire was to prepare students for the interview and help the interviewer prepare follow-up questions. One researcher conducted all the interviews with three to four students in each session. All interview questions were open-ended and included time for each participant to share their individual experiences and ideas.
Findings indicated that most of the students (79.1%) liked or strongly liked to grow plants. A greater percentage of boys (95%) than girls (65.2%) indicated that they liked gardening. The results identified seven main benefits children can derive from school gardening: increasing life skills, producing pleasant feelings, improving relationships and having plants as companions, acquiring new knowledge, experiencing the aroma and flavor of fruits and vegetables, improving health, and increasing connection to nature. Sixteen of the students included all seven of the benefits in their responses, and only three noted four or fewer benefits. One of these benefits – having plants as companions – is new to this study, as it had not been mentioned in previous research.
Results also identified twenty factors influencing the benefits of gardening. These factors related to plants, activities, outdoor environments, and other participants. Forty-two of the students referred to the ''hands-on'' factor as being very important. Other factors considered highly included “appearance, odor and texture'' and ''outdoor natural elements.'' These factors highlight the unique characteristics of gardening and support the idea of gardening as an indispensable activity for students. The authors offer several research- and program-related recommendations, including the recommendation of engaging girls at an earlier age in gardening activities.
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