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Related Experiment Video

Updated: May 23, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Evaluating free-choice climate education interventions applying propensity score matching.

Hansjoerg Gaus1, Christoph Emanuel Mueller

  • 1Center for Evaluation (CEval), Saarland University, Saarbruecken, Germany. h.gaus@ceval.de

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|April 5, 2012
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Summary

This study shows that consumer climate education interventions effectively boost intentions for climate-friendly behavior. Propensity score matching (PSM) and sensitivity analyses successfully evaluated these impacts in free-choice learning settings.

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Published on: January 8, 2020

Area of Science:

  • Environmental Education
  • Behavioral Science
  • Climate Change Communication

Background:

  • Environmental education often occurs in informal, free-choice learning environments.
  • Voluntary participation and dynamic settings pose challenges for traditional impact evaluation methods like randomized control trials (RCTs).
  • Evaluating interventions in these contexts requires robust quasi-experimental approaches.

Purpose of the Study:

  • To illustrate challenges in quasi-experimental impact analyses within free-choice learning.
  • To present propensity score matching (PSM) as a solution for evaluating consumer climate education interventions.
  • To assess the impact of five interventions on climate-friendly behavior intentions.

Main Methods:

  • Quasi-experimental control-group design with pre- and post-intervention questionnaires on behavioral intentions.
  • Radius matching on sociodemographic characteristics to address selection bias.
  • Propensity score matching (PSM) and sensitivity analyses (Rosenbaum Bounds, Hodges-Lehmann estimator) to assess treatment effects and robustness.

Main Results:

  • All evaluated interventions positively influenced intentions to seek further climate advice.
  • Significant positive effects on intentions for climate-friendly behavior were observed across all interventions.
  • Propensity score matching and sensitivity analyses demonstrated effectiveness in evaluating these effects.

Conclusions:

  • Propensity score matching is a viable method for evaluating environmental education interventions in free-choice learning settings.
  • The studied interventions successfully promoted climate-friendly behavioral intentions.
  • Further research is needed to address remaining conceptual and methodological limitations.