Abstract
This paper examines the role of participation as a tool for improving individuals’ perceptions and environmental values using a test-retest experiment conducted in south-eastern Nigeria. Two identical contingent valuation experiments were interspersed by participatory workshops designed to involve respondents in framing and forming the valuation scenario. Econometric analyses found that participatory education significantly developed individuals’ perceptions of pollution problems and increased the magnitude and precision of their WTP for a river basin management scheme. The extent of changes in perceptions declined with increasing levels of formal education, suggesting that less educated respondents are more likely to hold weakly formed preferences. (JEL Q51, Q25)
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