Demonstrations and lectures about solar energy in Arkansas: The importance of experiential learning

Renewable energy has experienced sluggish adoption rates among businesses and homeowners in both Arkansas and the United States. This study sought to determine the effect of adult experiential learning related to solar energy using an experimental design. Forty-one participants were randomly assigned to one of two treatment groups: (1) a group that experienced a lecture which was followed by a demonstration and (2) a group that experienced a demonstration first which was followed by a lecture. Participants’ knowledge of solar energy was assessed after the first learning experience and then again after the second learning experience. Results suggest that while lecture and demonstrations yielded similar scores on adult knowledge, learners that engaged in a lecture after a demonstration scored significantly higher than those that engaged in a demonstration after a lecture. Further, lecture after demonstration yielded a significant increase in learners’ mean score from before the lecture, while demonstration after lecture did not yield in a significant increase in learners’ mean score from before the demonstration. These results indicate that educators can enhance knowledge acquisition and learning by placing demonstrations and lectures in a proper order.