Enhancing the design, delivery, evaluation, and learning transfer of hands-on taxidermy training
2025 年 17 巻 p. 33-49
詳細
2025 年 17 巻 p. 33-49
Taxidermy plays an enabling role in advancing research and supporting formal and informal education. This study provides recommendations for improving the design, delivery, and evaluation of taxidermy training and learning transfer based on an assessment of a hands-on taxidermy training offered as a public service by the University of the Philippines Tacloban College and the National Museum of the Philippines. Using Kirkpatrick’s four levels of assessment, this study evaluated the implementation of the training and the extent of learning transfer by measuring the participants’ knowledge retention and behavioral changes two years after the training in February 2020. The findings indicate that participants were generally satisfied with the training and acquired valuable knowledge and skills. Enhancing program design, delivery, and participant engagement, strengthening monitoring and assessment methods, and integrating structured post-training activities would help reinforce learning transfer. Addressing these areas will enable future training programs to foster a more effective learning environment and encourage more individuals to pursue taxidermy either as a practical learning experience, a full-time hobby, or a career. As demonstrated in this study, incorporating taxidermy as a supplement to laboratory activities, even though it is not part of the curriculum or standard instruction in Biology courses, can provide students with practical learning experiences that may benefit their future careers and enhance their appreciation of both science and the arts, as taxidermy involves both scientific and artistic skills.
Taxidermy is the general term used to describe the various methods and techniques of collecting, skinning, preserving, stuffing, and mounting animal skins and other body parts over artificial structures to create lifelike impressions (Péquignot, 2006). This process is typically applied to vertebrate specimens, which are valuable for exhibitions, natural history collections, and scientific research (Das et al., 2025; Kabir and Hawkeswood, 2020). Taxidermy has also been recognized as an effective tool for enhancing instruction and enriching learning experiences in laboratory and classroom settings (Pimm, 1986). Moreover, taxidermy is also considered an art (Tikkanen, see website list) because it involves meticulous craftsmanship and an aesthetic appreciation for the lifelike presentation of the animal, which blends scientific accuracy with creative expression (Das et al., 2024; Kabir et al., 2021). Whether pursued as a hobby or profession, taxidermy requires the development of a specialized set of knowledge, attitudes, and skills (Fairooz et al., 2024). American naturalist Charles Johnson Maynard (1883) emphasized that to become a proficient taxidermist, one must exercise utmost care, patience, and perseverance, combined with regular practice.
There are multiple ways to acquire taxidermy knowledge and skills. With the accessibility of digital learning resources, interested individuals can engage with online courses, instructional videos, e-books, and other materials to grasp the fundamentals of taxidermy. However, hands-on training remains the most effective method for developing both technical proficiency and creative problem-solving skills in taxidermy. Some countries provide taxidermy services but require licenses and permits. In the US, accredited colleges and trade schools offer taxidermy certificate and diploma programs, typically completed within two weeks to 12 months, depending on the program's rigor and scope (Best Accredited Colleges; Lone Star State School of Taxidermy, see website list). In the Philippines, taxidermy training is primarily conducted as an extension or public service program by higher education institutions (HEIs) and museums. These training sessions usually run for at least five days and are organized upon request.
As far as the scholarly literature is concerned, no study to date has examined how taxidermy training fosters cognitive and creative processes among learners or its effectiveness in facilitating learning transfer. This study fills in this gap by examining participant feedback, learning outcomes, and behavioral changes resulting from a hands-on taxidermy training (HTT) organized by a university in partnership with a national museum in the Philippines. The study aims to provide recommendations for improving the design, delivery, and evaluation of taxidermy training, as well as learning transfer among trainees. The insights generated from this study can serve as a basis for other HEIs and museums interested in offering similar training programs, ensuring that taxidermy education cultivates creativity and craftsmanship, and improves problem-solving and critical thinking skills. Furthermore, this study contributes to the limited literature on taxidermy and adds to the growing body of scholarly work on training evaluation using Kirkpatrick’s model.
Hands-on taxidermy training (HTT)
On 26 February 2020, the University of the Philippines Tacloban College (UPTC), through the Leyte Samar Heritage Center (LSHC), and the National Museum of the Philippines (NMP) organized an HTT in Tacloban City, Eastern Visayas, Philippines. This extension and public service activity aimed to increase the number of taxidermists in Eastern Visayas by providing participants with fundamental knowledge and a practical learning experience in taxidermy. The training formed part of the program of activities for the NMP’s mobile museum boxes exhibit titled “Conserving the Natural History of the Visayas Region”, which was displayed at the LSHC from 6–26 February 2020. Participation in the training was free of charge. The eight-hour training was structured with an introductory lecture that covered the fundamentals of taxidermy, followed by a practical learning exercise and a post-activity evaluation. During the practical exercises, participants were divided into groups of 10 to perform a taxidermy of a pigeon using the solid foam model method. Each group received their taxidermy materials and kits to ensure they had the necessary tools for the task. A total of 113 BS Biology students from UPTC (52) and Leyte Normal University (61), all at least 18 years old at the time, participated in the event.
Kirkpatrick’s model
This study employs Kirkpatrick’s model to evaluate the effectiveness of training programs, which consists of four hierarchical levels: reactions (Level 1), learning (Level 2), behavior (Level 3), and results (Level 4) (Kirkpatrick and Kirkpatrick, 2006). Kirkpatrick’s model is widely used in assessing human resource development in business organizations (Alsalamah and Callinan, 2021) and educational programs (Bates, 2004), particularly in medicine and healthcare (Clark et al., 2013; Gunderman and Chan, 2015; Heydari et al., 2019). This study extends the application of the model to an HTT offered as a collaborative public service activity by an HEI and a museum.
Level 1 (Reactions): Participant satisfaction evaluation design
Evaluation at this level measures the trainees’ satisfaction with the resource persons’ performance and the overall delivery of the training (Kirkpatrick and Kirkpatrick, 2006), which is typically assessed through self-reports that reflect the participants’ affective and attitudinal responses (Appannah et al., 2017). For the HTT, the organizers used the post-activity evaluation sheets that UPTC employs as a standardized assessment tool designed to measure client satisfaction for training and extension activities. The instrument allows participants to omit their names, which offers a degree of anonymity (Bess et al., 2004). The post-activity evaluation form consists of two main sections: a 5-point Likert scale rating and a comments and suggestions section. In the rating section, participants evaluated the flow and duration of activities, the relevance and timeliness of topics, the resource persons’ performance, and their overall experience using the following scale: Excellent (5), Very Good (4), Good (3), Fair (2), and Poor (1). Since Likert scale responses are measured at the ordinal level, the mode, the most frequently occurring rating, was used to determine the average score for each component. The second section of the instrument collected qualitative feedback on the event’s implementation and suggestions for improving similar activities in the future. Only fully completed evaluation sheets were included in the analysis. Moreover, the organizers and resource persons held a post-training meeting to discuss the challenges, weaknesses, and areas for improvement, as well as effective practices and procedures.
Level 2 (Learning): Knowledge assessment via criterion-referenced testing
Level 2 assesses the extent to which the participants had enhanced their knowledge, developed skills, or changed attitudes as a result of the capacity-building activity. This study primarily evaluated the cognitive-based learning, which refers to knowledge gained from the training, including verbal knowledge and strategies (Kraiger et al., 1993). No practical performance test or skill-based assessment was conducted due to financial constraints and COVID-19-related public health and safety protocols at the time. To assess the learning outcomes, a multiple-choice questionnaire was used (Burton, 2001; Oermann and Gaberson, 2019). The test followed a criterion-referenced interpretation of scores and consisted of 10 questions, each with one correct option and two distractors (Appendix A). The quiz was designed to assess both factual knowledge and the application of concepts learned (Horvat et al., 2014) during the training. Respondents were considered to have demonstrated mastery by correctly answering at least 70% (seven out of ten) of the questions. Using the conventional number-right scoring method (Bereby-Meyer et al., 2002), each correct answer was assigned a value of 1, while blank and incorrect answers were given a value of 0. The sum of correct responses determined the test score for each participant. Those who scored seven or higher were considered to have mastered the test, while those who scored below the cutoff were classified as non-masters. The quiz was administered as a time-constrained Google Quiz Form, which allowed each respondent a single attempt to complete the test within 15 minutes. A major concern with multiple-choice tests is that examinees can answer correctly by guessing (Choppin, 1988; Frary, 1988), which introduces a random factor that reduces test reliability and validity (Bereby-Meyer et al., 2002; Burton, 2001; Kubinger et al., 2010; Prihoda et al., 2006). To mitigate this issue, the raw scores were adjusted using the formula:
where R is the number of correct answers, W is the number of incorrect answers, and C is the number of answer choices per item (Miller et al., 2008). The average difference between raw and adjusted scores was calculated, and a paired t-test was conducted using MS Excel to determine whether there was a significant difference between the mean raw and corrected scores.
Level 3 (Behavior): Post-training follow-up survey design
Level 3 examines the degree to which participants apply what they have learned in practice, demonstrating behavioral changes resulting from the training. This level of evaluation is typically conducted at least three months after the training to assess whether the knowledge and skills acquired have been transferred to the workplace (Kirkpatrick and Kirkpatrick, 2006), or in this case, applied in school work. This timeframe allows the participants sufficient opportunity to practice and refine their learning (Kirkpatrick and Kirkpatrick, 2006). Given this rationale, the follow-up online survey for this study was conducted on 26 January 2022, 24 months after the training, to provide the participants with more than enough time to apply the knowledge and skills gained from HTT. Online surveys have become the dominant mode for qualitative research (Braun et al., 2020; Toepoel, 2017), particularly during the COVID-19 pandemic (Onat Kocabıyık, 2021), as they offer significant time and cost savings (Lefever et al., 2007). In the online survey, the respondents were asked to enumerate the knowledge and skills they gained from the training, and to indicate their level of eagerness to apply these skills in school work (e.g., class project, laboratory exercises) or other settings (e.g., personal hobby or career). Those who applied their learning were asked to indicate their level of success (very successful, somewhat successful, or not successful) and to identify the factors contributing to their success. To validate the students' responses, the instructors who accom-panied them during the training were asked to provide a general assessment of their performance in applying taxidermy skills and knowledge, particularly since the students were required to perform laboratory exercises and submit a class project on taxidermy after the training. Moreover, the student respondents were asked whether they intended to pursue taxidermy as a hobby, career, or both. If they expressed interest in continuing taxidermy, they were asked to specify the supplementary materials or activities they would find helpful. Finally, the respondents and their instructors were asked to provide suggestions for overcoming the challenges that hindered their progress in taxidermy. Qualitative data from these evaluation activities were processed and analyzed using thematic analysis (Braun and Clark, 2006; Braun et al., 2020).
Level 4 (Results): Institutional performance review
The fourth level of Kirkpatrick's model evaluates the organizational impact of the training by assessing its effects on performance, development, and overall benefits (Kaufman et al., 1996; Kirkpatrick, 1967). Moreover, this level examines how the training contributes to or influences the achievement of institutional goals (Ulum, 2015). In this study, the Results criterion assessed how the HTT supported UPTC in fulfilling its institutional objectives related to extension and public service. To measure the immediate impact, the study reviewed and analyzed the Office Performance and Commitment Review (OPCR) of LSHC, UPTC’s extension and public service center and the primary organizer of the training, from January to June 2020. From the NMP’s perspective, the training was part of its broader program of activities for the traveling exhibit, aimed at providing educational opportunities related to museum work, specifically taxidermy, to complement the exhibit and engage the academic community. Level 4 sought to determine how the HTT contributed to both the host university’s extension and public service goals and the museum’s programmatic objectives. Furthermore, findings from this analysis, along with the results from Levels 1 to 3, were used to assess the broader organizational impact of the training, particularly in informing the design, implementation, and evaluation of future taxidermy capacity-building initiatives.
Ethical considerations
Research ethics clearance was obtained from the University of the Philippines Visayas Research Ethics Board before the conduct of the surveys. In compliance with the Philippine Data Privacy Act and other ethical considerations, all the data generated from the study are treated with the utmost confidentiality and anonymity. Invi-tations and free and prior informed consent (FPIC) forms, including an information sheet, were sent to the individual email addresses of all training participants to assess levels 2 and 3. The information sheet outlined the study’s objectives, methods, respondents’ roles, data processing and analysis, storage plans, data usage, and potential risks and benefits. Only those who voluntarily signed the FPIC were considered respondents for Levels 2 and 3. Participants retained the right to refuse or withdraw from the surveys at any time. The survey posed only minimal risk. The primary inconvenience experienced by respon-dents was the time required to complete the quiz and survey. To compensate for this, each respondent received a mobile internet load worth Php50.00 (USD 0.89) upon completing both assessments. The instructors and two student respondents declined to accept the mobile load.
Level 1 (Reactions): Participant satisfaction with training delivery
Out of the 113 accomplished post-activity evaluation sheets, 108 (95.6%) contained complete ratings on the Likert scale. The modal score indicated that the majority of participants rated all components of the training as Excellent (5), except for the length of activities, which received an average modal rating of Very Good (4) (Table 1). During the post-mortem discussion, the organizers identified several challenges encountered during the implementation of the training, which aligns with those reported by the instructors and student participants. One participant effectively summarized the outcomes of both the
Table 1. Summary of the HTT participants’ comments regarding the implementation of the training and their suggestions to further improve the design and delivery of the said public service
|
Component (Average rating) |
Comments | Suggestions |
|
Organization and flow of activities (5, Excellent) |
Too many participants have shown up for the training and it led to crowding and a shortage of training kits. On the other hand, the organizers were kind enough to provide all the needed materials for the workshop during the training. (5) | Reduce the number of participants per batch, and divide them into smaller groups (e.g. groups with three to five members) for more focused learning. (7) |
| The venue was not appropriate for the training. (2) | Find an appropriate venue (e.g. zoo laboratory, wet laboratory) with enough space, tables, chairs, and other important facilities. (5) | |
| No lunch was served to the participants (2) | Provide lunch to the participants in addition to the morning and afternoon snacks. (2) | |
|
Length of activities (4, Very good) |
The number of hours allocated for the training was not enough. (3) | Increase the training hours enough to cover at least two to three days for better learning. (2) |
| The event followed the prescribed program of activities on time. (2) | Start the program on time as much as possible. (1) | |
|
Relevance and timeliness of topics (5, Excellent) |
The training was very relevant and useful to BS Biology students. (3) | Conduct a similar training using other specimens, like marine creatures. (2) |
| In the local scene, the training will help promote taxidermy both as a process and an art. (4) | ||
|
Resource persons (5, Excellent) |
The resource persons were knowledgeable, approachable, and cheerful, making the training a fun-filled learning experience. (8) | Provide the resource persons with enough space and a better projector set for better work demonstration. (1) |
|
Overall evaluation (5, Excellent) |
HTT was very informative, and it was a great public service from which the participants enjoyed and learned so much. (22) | Training kits, materials, equipment, venue, and important facilities must be prepared and in order before and during the event. (3) |
| Prepare extra training kits in case a large number of participants show up. (3) | ||
| Make the public service an annual event. (2) | ||
| Before the event, inform the participants of what to wear and what to bring. (1) |
post-activity evaluation survey and the post-mortem analysis:
“Overall, the training was successful. As one of the participants, I was able to do the hands-on taxidermy in our group. But, I noticed that since there were many participants, only a few per group were participating and there was little time for some students who wanted to try the different processes. Because of that, not all were given enough time to experience the taxidermy process. I think it will be better if the activity was done by pair so that each student can focus on each process and experience. If the same large number of participants is needed, it can be a 2-3-day activity. In addition, it would be best if the participants were all in a laboratory gown, or any comfortable clothes to move freely while doing the taxidermy.”
To address such concerns, the organizers suggested implementing a participant cutoff and introducing a registration fee to cover meals, kits, and other logistical costs. Other suggestions include conducting the training in laboratory settings equipped with essential facilities.
Level 2 (Learning): Knowledge acquisition based on adjusted quiz scores
Only 49 (43%) out of the 113 training participants took the online quiz. Table 2 shows the raw test scores and the adjusted test scores of the takers. The average difference between the raw and corrected test scores was approximately 0.73. The paired t-test further revealed a significant difference between the means of the raw and adjusted scores, as the p-value (6.553 × 10⁻¹²) was lower than the significance level (α = 0.05). This finding suggests that, without correctly guessing answers, the participants would have obtained significantly lower test scores, leading to a reduced passing rate. Table 3 presents the descriptive statistics for both the raw and adjusted test scores.
Table 2. Distribution frequency of the raw and adjusted test scores of the HTT participants who took the online quiz
| Score | Raw Test Score (%) | Corrected Test Score (%) | Interpretation |
| 10 | 10 (20.4%) | 10 (20.4%) | Passed/Masters |
| 9 | 19 (38.8%) | 0 | Passed/Masters |
| 8.5 | 0 | 19 (38.8%) | Passed/Masters |
| 8 | 14 (28.6%) | 0 | Passed/Masters |
| 7 | 3 (6.1%) | 14 (28.6%) | Passed/Masters |
| 6 | 3 (6.1%) | 0 | Failed/Non-masters |
| 5.5 | 0 | 3 (6.1%) | Failed/Non-masters |
| 4 | 0 | 3 (6.1%) | Failed/Non-masters |
| Total | 49 (100%) | 49 (100%) |
Table 3. Descriptive statistics of the raw scores and corrected scores of those who took the online quiz for the HTT
| Mean | Median | Mode | SE | Variance | Range | Minimum | Maximum | |
| Raw Score | 8.61 | 9 | 9 | ±0.15 | 1.08 | 4 | 6 | 10 |
| Adjusted Score | 7.92 | 8.5 | 8.5 | ±0.23 | 1.61 | 6 | 4 | 10 |
Level 3 (Behavior): Enthusiasm, knowledge and skills application
The same group of respondents from Level 2 participated in the Level 3 evaluation. Their responses indicated that the knowledge and skills acquired during the training included stuffing the skin using the solid foam method (47), the proper way of euthanizing a bird (46), preserving the skin and other body parts (45), mounting the specimen (44), caping or fleshing the specimen (38), legal and ethical aspects of taxidermy (1), and understanding the level of skill required to preserve a specimen (1). When asked about their enthusiasm, 28 respondents (57.1%) were somewhat eager, 19 (38.8%) were very eager, and two (4.1%) were not eager to use their acquired taxidermy skills. Regarding future aspirations, 18 respondents (36.7%) expressed interest in pursuing taxidermy as a hobby, eight (16.3%) aimed to become professional taxidermists, and 13 (26.5%) wanted to engage in taxidermy both as a hobby and a career. On the other hand, 10 respondents (20.4%) had no interest in continuing taxidermy in any capacity. All respondents who wished to pursue taxidermy further indicated that they would need both formal training in a taxidermy program and hands-on experience through an internship in museums or HEIs.
All four academic instructors (A, B, C, and D) who accompanied their students during the training provided an overall assessment of class performance, which included the quiz, class projects, and laboratory exercises. Figure 1 presents two sets of histograms: one showing the distribution of instructors’ general assessments of the students’ success in applying taxidermy knowledge and skills, and the other presenting the distribution of students’ self-reported ratings of their application of these skills in both schoolwork and other settings (i.e., hobby). Instructor C noted, "The students who actively participated in the hands-on activity were successful in applying their taxidermy learnings, whereas those who only observed and listened were less successful." Despite variations in performance, the training positively influenced the students’ attitudes and behaviors toward taxidermy as Instructor D observed, "They became more motivated to apply different principles and techniques in taxidermy to various animals and specimens. The training also helped them develop patience and a greater appreciation for their surroundings."
Figure 1. Comparison of instructors’ assessments and students’ self-reported ratings on the success of applying taxidermy knowledge and skills in schoolwork and other setting (hobby)
Several key factors contributed to the successful application of hands-on training. The most frequently mentioned factor was the knowledge and skills gained from the training (37) and guidance from course instructors (29). Other critical factors identified were the availability of necessary resources and materials (42) and access to an appropriate venue (21), such as a school laboratory or a dedicated workspace at home. Finally, personal motivation and interest (13) emerged as an important factor, with some students stating that their genuine enthusiasm for the craft encouraged them to continue practicing and improving their skills. At the same time, the participants identified several challenges. The most frequently cited challenge was the lack of chemicals, supplies, and materials (31), followed by the fact that taxidermy was not required in their coursework (28). In addition, the lack of an appropriate venue (27), the absence of specimens (27), the lack of confidence (21), and insufficient taxidermy skills (15) made independent practice difficult. The lack of guidance from instructors (13) and limited correspondence with trainers (12) further contributed to their struggles. Moreover, some participants found taxidermy to be time-consuming and laborious (11), while others cited external factors such as the lockdown during the COVID-19 pandemic (1) and the limited time available, particularly for beginners (1), as additional barriers. To address these challenges, the respondents suggested several solutions. Many recommended providing taxidermy individual kits, including manuals and tools, that participants could take home after the training (45), as well as offering incentives, such as prizes, for participants who performed well during the workshop (20). They also emphasized the need for a dedicated platform for continued correspondence between participants and trainers after the training (22) and the importance of establishing a network of taxidermists (29). Some participants reiterated their recommen-dations from the post-activity evaluation, which included increasing the number of training hours (39), securing an appropriate venue for the training (38), limiting the number of participants (26), and inviting additional taxidermy experts as resource persons (24). Meanwhile, the instructors underscored the importance of engaging in more hands-on training focused on techniques specific to different types of animals.
Level 4 (Results): Contribution to institutional and programmatic objectives
Based on the approved ratings for the OPCR from January to June 2020, the HTT significantly contributed to the Center’s achievement of its target under the strategic initiative of enhancing the university’s public service and engagement, supporting the broader institutional goal of contributing to national development. Within this initiative, key performance indicators focus on community involvement, which include metrics such as (1) the number of extension/public service activities conducted in collaboration with regional public service and civic engagement networks, and (2) the number of beneficiaries served. Initially, LSHC set a target of two public service activities, with at least a total of 70 participants. Through HTT, the Center exceeded its targets, achieving an average rating of 4.67 (Outstanding) for each metric before the end of the rating period. In grading the OPCR, public service activities were first rated by the project leader and later validated by the immediate supervisor (Center Director) based on three criteria: quality/effectiveness, efficiency, and timeliness, using the rating scale prescribed by the Civil Service Commission of the Philippines. Simultaneously, the HTT also contributed to the NMP’s programmatic objectives as part of its exhibit. By incorporating the HTT into the exhibit’s programming, the museum sought not only to promote a deeper understanding of taxidermy as a museum practice but also to foster a greater appreciation for specimen preservation and conservation. Furthermore, the actual number of participants exceeded the museum’s target of 20. Despite receiving very satisfactory ratings, positive feedback, and a noticeable impact on the learning and behavior of participants, the organizers must carefully consider the comments and suggestions from the trainees to further refine the design, delivery, and evaluation of the training, as well as to enhance the learning transfer among participants.
Effectiveness of the HTT implementation
The Kirkpatrick’s evaluation framework demonstrated that the HTT was effective in achieving its main goal of imparting fundamental knowledge and skills in taxidermy, which participants were able to apply and retain over time. In terms of training design, delivery, and evaluation, the results from the post-activity evaluation indicated that the training received excellent ratings and generally positive feedback despite some critical remarks. Level 1 findings support that efficiency of training delivery, perceived usefulness, and trainer performance influence participant satisfaction (Giangreco et al., 2009; Lee and Pershing, 2002; Morris, 1984; North et al., 2001; Towler and Dipboye, 2001). However, some participants expressed dis-appointment with the length of the training, wishing for a longer duration, which impacted their perception of the training's efficiency. Addressing the duration of the training and ensuring an appropriate time frame would likely enhance both the efficiency and effectiveness of the program, ultimately improving learning outcomes (Axtell et al., 1997; Kejela and Tiruneh, 2022). In addition, the post-evaluation survey revealed that trainees were highly engaged in providing feedback, openly identifying weaknesses in the HTT, and suggesting improvements. This active participation suggests that the survey effectively captured candid responses, particularly due to the anonymity of the submissions, which allowed participants to voice their perspectives without hesitation (Bess et al., 2004). The high level of engagement and constructive feedback underscores the value of incorporating structured feedback mechanisms into future training programs, as these mechanisms are vital for refining instructional methods and enhancing the overall learning experience.
Learning and application
Learning transfer is shaped by three primary elements: training design and delivery, individual trainee characteristics (e.g., motivation and self-efficacy), and the workplace environment (Baldwin and Ford, 1988; Bell et al., 2017; Blume et al., 2010; Martin, 2010; Sahoo and Mishra, 2019). At the learning (Level 2) and application (Level 3) stages, the hands-on component of the HTT enabled participants to develop essential taxidermy skills. However, the retention and application of these skills are contingent upon follow-up activities and reinforcement (Kondratjew and Kahrens, 2019), such as quizzes, laboratory exercises, and projects. This finding aligns with previous observations where trainees who actively engaged in post-training activities exhibited higher knowledge retention (Martin, 2010), a trend also reflected in some HTT participants.
Individual trainee characteristics, such as self-efficacy, also play a critical role in learning transfer. Participants who rated themselves as very successful in applying their taxidermy knowledge likely demonstrated high self-efficacy, a trait closely linked to greater motivation and achievement (Chiaburu and Marinova, 2005). However, it is important to note that some trainees may have overestimated their proficiency, a phenomenon consistent with the Dunning-Kruger effect, where individuals with limited skills tend to overrate their capabilities (Kruger and Dunning, 1999). This nuanced aspect highlights the need for realistic self-assessment and ongoing guidance during and after the training.
Furthermore, the workplace environment significantly influences the application of acquired skills. Supportive academic settings, access to proper materials, and opportunities for hands-on practice are essential for successful learning transfer (Martin, 2010; Tracey et al., 2001). As demonstrated in similar studies (Burke and Hutchins, 2007; Lim and Morris, 2006; Rouiller and Goldstein, 1993), the effectiveness of HTT relied on the availability of necessary materials, such as chemicals and laboratory equipment, as well as instructor support and curriculum integration within trainees’ home institutions. In addition, structured follow-up activities, including projects and quizzes, further reinforced the learning transfer process (Kondratjew and Kahrens, 2019; Xie and Derakhshan, 2021), as indicated by the post-HTT surveys. To enhance skill application in real-world settings, it is recommended that institutions strengthen workplace support by ensuring access to necessary materials, establishing structured mentorship programs, and integrating taxidermy more fully into existing curriculum or coursework. Moreover, future training programs should incorporate structured post-training activities, such as project-based learning and periodic assessments, to sustain trainees' interest, improve knowledge retention, and facilitate practical application. Multiple assessment strategies are needed to determine whether the learning targets (i.e., objectives, outcomes, or competencies) were achieved (Brookhart and Nitko, 2008). Addressing these challenges could foster a more engaging and effective training environment, ultimately supporting the achievement of the training goals (Csikszentmihalyi, 2013; Sawyer, 2011).
In terms of learning evaluation, the HTT used a multiple-choice questionnaire, which is adaptable for assessing a wide range of content and learning outcomes at the levels of recall, comprehension, application, and analysis (Burton et al., 1991; Oermann and Gaberson, 2009). However, there is a need to improve the design and content of test items. Limited response options in the current quiz may have increased the likelihood of guessing correct answers (Jin et al., 2022; Zimmerman and Williams, 2003), as suggested by the significantly lower adjusted scores. Enhancing the construction, selection of options, administration, scoring, and analysis of test items will provide a clearer understanding of participants’ learning and performance (Brookhart and Nitko, 2008; Rouse, 2011; Royal and Stockdale, 2017). In turn, these improvements can help enhance the training module, the associated assessment tools, and follow-up activities.
Institutional impact of HTT
Regarding the broader impact of training on institutional goals, HEIs and museums invest substantial resources into extension and public service programs. However, these initiatives are often not assessed for long-term effectiveness, leading to a gap in the literature on their sustained impact (Llenares and Deocaris, 2018; Sermona et al., 2020). Some organizations may not view long-term training evaluation as a priority, while others lack the capacity to conduct comprehensive assessments (Kirkpatrick and Kirkpatrick, 2006). Despite challenges in implementation, the HTT made a meaningful contribution to the museum’s and the host institution’s extension service objectives. Aligning with Kirkpatrick’s framework, the training successfully enabled participants to acquire and apply taxidermy skills, fulfilling its primary objective. Moreover, the participants' ability to retain and implement these skills in their respective institutions and communities highlights the effectiveness of the HTT as a skill-building initiative and underscores the potential long-term impact of such programs on both institutional and participant outcomes.
Taxidermy plays an enabling role in both formal and informal learning environments, such as schools and museums. Given the global decline in the number of taxidermists, it is essential to expand and enhance taxidermy training programs to meet the needs of potential practitioners. The application of Kirkpatrick’s evaluation model yielded valuable insights into the organization, implementation, monitoring, and assessment of the HTT as an informal educational activity. Based on participant reactions, learning outcomes, behavioral changes, and the training's contribution to the museum’s and university's institutional goals, the HTT can be considered a successful initiative. The success of HTT underscores several key considerations for future training programs. First, it highlights the importance of structured training design and hands-on learning in skills development. Second, it emphasizes the need for continuous institutional support, including access to materials, mentorship, and follow-up activities, to reinforce learning transfer. Finally, it demonstrates the necessity of systematic evaluation and long-term tracking of training outcomes. To improve participant engagement and knowledge transfer, extension and public service providers in HEIs and museums can adopt the recommendations from this study, refine training methodologies, and consider integrating taxidermy into coursework, especially in Biology or Museum management majors. Moreover, future programs should focus on strengthening key elements such as training design, individual learner characteristics, and workplace support. These factors are integral to creating a learning environment that not only fosters attitude and skills development but also encourages individuals to pursue expertise in taxidermy. However, caution must be exercised in interpreting the results of this study due to its limitations. As the HTT was conducted as a short public service activity, further research is needed to examine the impact of extended training programs, such as diploma and certificate courses, as well as longitudinal assessments. Addressing these limitations in future studies can provide institutions with valuable data on knowledge retention and skill application over time, ensuring that future extension initiatives are optimized for sustained impact and effectiveness.
Sincere gratitude is extended to Prof. Patricia B. Arinto, Dr. Erlinda Castro-Palaganas, Dr. Shigeki Mayama, and the journal’s reviewers for their valuable insights and guidance in the development and refinement of this article. Appreciation is also given to Dr. Stephen Q. Lagarde, Mr. John Laurence M. Laurente, Mr. Jeremy B. Romero, Mr. Reynaldo N. Macarayon, Ms. Ma. Odezsa T. Cabral, Ms. Melchona Ann A. Dy, the UPTC Division of Natural Sciences and Mathematics, all those who helped organize the HTT, as well as the instructors and students who participated in the training and this study. Special thanks are extended to the NMP and Mr. John Micheal M. Galindon and Mr. Eddie Codino, who served as HTT resource persons. This scholarly work was supported by the Office of the Vice President for Public Affairs – Padayon Public Service Office of the University of the Philippines System through the 3rd Public Service Writing Fellowship.
The author reports there are no competing interests to declare.
The participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research, supporting data is not available.
