Academic performance is a challenge confronting many postsecondary students in Northern Manitoba. As such, this study explores the role of situated (field-based) learning and participatory video in facilitating scholastic achievement relating to local freshwater availability and mindfulness. First-year students (n = 97) enrolled at the University College of the North in The Pas were randomly assigned to four adult education approaches containing identical subject matter. Student performance was assessed using outcomes of quantitative testing that focused on either foundational concepts or applied skills. Empirical data were examined using ordered multinomial logistic regression and explored cursorily in relation to unsolicited qualitative statements arising from instream participatory video and digitally-captured post-test interviews for each enrollee. Non-conventional lesson interaction inclusive of a modified participatory video approach significantly (p = 0.003) increased quantitative test score means by 26%, raised applied skill scores by one grade level (12%) and significantly (p = 0.07) improved concept understanding between five and 20%. Despite benefits, northern self-declared Aboriginal students still had lower (-11%) test scores on average. Importantly, there was less of a difference academically between non- and self-declared Aboriginal student test scores when situated learning and participatory video use were compared to didactic delivery alone. By identifying non-conventional strategies for improvement in environmental education, tertiary level institutions are presented another option for increasing academic performance ideally mitigating high attrition rates that continue to plague postsecondary education in Northern Manitoba; and for that matter, Canada.
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