A COMPARATIVE STUDY OF ENVIRONMENTAL SUSTAINABILITY AWARENESS BETWEEN PUBLIC AND PRIVATE PRIMARY SCHOOL STUDENTS IN ABEOKUTA NORTH LOCAL GOVERNMENT AREA OF OGUN

TABLE OF CONTENT

Title page

Approval page

Dedication

Acknowledgment

Abstract

Table of content

CHAPETR ONE

1.0   INTRODUCTION 

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research question

1.5        Research hypotheses

1.6        Significance of the study

1.7        Scope and limitation of the study

1.8       Definition of terms

CHAPETR TWO

LITERATURE REVIEW

2.1 introduction

2.2 conceptual review

2.3 empirical review

CHAPETR THREE

3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

 

 

 

 

 

 

 

 

 

 

Abstract

The challenged faced in within the last decade has globally and locally has been the problem of environmental degradation and hence is preoccupied by efforts geared towards the protection of the environment. A major target group is young children in schools. The universal basic education policy in Nigeria seems not to mainstream environmental literacy in the curriculum, therefore this study aims at assessing the level of environmental sustainability awareness of young children in public and private schools in Abeokuta North Local government area of Ogun state, Nigeria. The study employed the use of descriptive survey method. Three hundred students were selected through simple random sampling technique to cater for variables. The sampled students responded to a fourteen item questionnaire. Four hypotheses were formulated for the study. The SPSS computer software chi-square was used to test the hypotheses.

 

 

 

 

 

 

 

CHAPTER ONE

                                                INTRODUCTION

1.1 Background of the study

In 1960s, the knowledge about environment was taught only to students in Biology classes applying the concepts of ecology. In 1970s, it was taught as a subject by itself when technology had effected the environment. The Langkawi Declaration on Environment (1989) recommended the need to protect environment be viewed in a balanced perspective and emphasis accorded to promoting economic growth and sustainable development. Environmental Education promotes environmental literacy and develops the skills needed to be environmentally responsible. Environmental Education refers to education efforts that increase public awareness, concern, and knowledge about environmental issues and provides the critical thinking, problem-solving and decision making skills needed to make responsible decisions about the environment. In primary school, environmental education should be a focused subject within the sciences. At the undergraduate and graduate level, it can be considered its own field within education, environmental studies, environmental science and engineering. Environmental education is not restricted to in-class lesson plans. There are many ways children can learn about the environment in which they live. From lessons in the school to reading environmental posters and wall charts, and taking field trips to national parks, as well as participating in school wide sustainability projects. Environmental education is a subject which is readily and easily accessible. This manual and its wall chart have been identified as effective environmental education teaching tools. It is important to adopt sustainable practices in the classroom and public places and encourage students and parents to bring environmental education into their homes. This included the eradicating of poverty, meeting basic needs, and enhancing the quality of people’s life. Malaysia government realized that the effort to educate public needed to increase awareness on the importance of preserving and conserving the environment. This agenda attracted educators’ and researchers’ attention to implement  Environmental Education Program across curriculum in schools (Ministry of Education 2008) The environment is a critical element of the knowledge base we need to live in a safe and prosperous World’. Today’s’ children will one day have to participate as citizens in making decisions regarding the environment, decisions that will be of lasting importance to themselves , their children and grandchildren, the nation and of course the planet (Massachusetts Secretaries Advisory Group on Environmental Education (Julie 2012). Environmental education is a process aimed at developing a citizenry that is aware of and concerned about the total environment and its associated problems and which has the knowledge, attitudes, motivation, commitments and skills to work individually and collectively towards the solution of current problems, as well as the prevention of new ones. (Julie 2012.) All our material needs and many of our emotional and spiritual ones, are met from our biophysical and social environments. The quality of the environment affects the quality of our lives. Our actions as producers, consumers, voters, and procreators have a cumulative impact on the quality of the environment that sustains us. It is therefore pertinent that nation’s educational systems develop and nurture environmentally literate citizens, especially at the primary school level which is the stage man/woman form their characters. Pupils and citizens should be able to apply informed decision making process to maintain a sustainable lifestyle. In order to do so, citizens must; according to Gaffey (2002):

1. Understand ecological system;
2. Understand the cause and effect relationship between human attitudes and behavior and environment;
3. be able to evaluate alternative responses to environmental issues before deciding alternative courses of action; and
4. Understand the effects of multiple uses of the environment. The universal basic education (UBE) programme is founded on Nigeria’s adherence to universal declaration on human rights, which takes universal access to basic education as a compulsory social service (Obanya, 2003). It comprises primary education (of six years duration) and junior secondary education (the first segment of 3-3 structure) and is supposed to be free and compulsory. Environmental education, if given to children at this level, prepares their minds to know the effect of human attitude on the environment and the likely consequences to be suffered by human beings in the long run. It will also be clear to them the dangers that are attached to every misuse and mismanagement of their environmental resources (UNESCO, 2005a and UNESCO, 2005b). According to Gaffey (2002) the teachers can impart the following to their students in the school:

To turn off appliances, heating and air conditioning, to turn off and unplug computer and other electronic devices, to encourage the parents and relatives to change the light bulbs to energy efficient ones to recycle papers or reuse bottles and plastics. Always remember the three R’s – Reduce, Reuse and Recycle waste, to reuse every bit of space on paper. Do not feel shy to use paper that has been used on one side, to join or create an eco-club, to plant trees, to choose products that are environment friendly, to walk, cycle or take a train or bus instead of the private car or bike, to use less plastic. E.g. to carry a cloth bag when going for shopping instead of plastic bags

1.2 STATEMENT OF THE PROBLEM

The 2013 resolution during Malaysia Science Seminar towards Educational Reformation decided that the curriculum taught to students must include contents and strategies. The three contents agreed related to environmental education were (i) courses (increase awareness), (ii) laws and policy (increase awareness towards conservation and industrialization), and (iii) noble values (increase appreciation on environment) (Mohd Yusof & Khalijah 2013). It is seen that the environmental awareness concept on sustainable development can only be achieved through education (formal and informal). Programs should fulfill four objectives as proposed by UNESCO (2009):

• Knowledge,
• Awareness,
• Skills, and
• Participation (Arba’at 2016; 2009).

Focus should be given to students and courses be well planned (with activities, fieldworks, researches, and projects). Sustainable development education is a recent innovation in educational reform which starts from environmental and sustainable education (Subahan et al. 2005; Ruhizan & Norzaini 2005). This emphasizes that all level educators be responsible to ensure transformation towards sustainable development to become reality. Sustainable development is the development that provides people with better life without sacrificing, depleting resources, or causing environmental impacts which will undercut the needs of future generations (Wright 2005). This study examines the level of environmental awareness on the concept of sustainable development among primary school pupils in both public and private schools in Abeokuta North LGA of Ogun state Nigeria.

1.3 OBJECTIVE OF THE STUDY

The study has one main objective which is broken down into general objective and the specific objective;

The general objective is to examine the environmental sustainability awareness between private and public primary schools, the specific objectives are;

1. i) To examines the awareness level of environmental sustainability in private and public primary schools in Abeokuta North LGA of Ogun state
2. ii) To examine the impact of teachers quality on pupil awareness level on environmental sustainability in private and public primary schools in Abeokuta

iii) To examine if there is any significant relationship between pupil awareness level in public and private schools and environmental sustainability

1. iv) To proffer suggested solution to the identified problem.

1.4 RESEARCH QUESTIONS

The following research questions were formulated by the researcher to aid the successful completion of the study;

1. i) Does awareness level of public private and primary schools in Abeokuta North LGA of Ogun state enhanced environmental sustainability?
2. ii) Does teachers quality has any impact on pupil awareness level on environmental sustainability in private and public primary schools in Abeokuta?

iii) Is there any significant relationship between pupil awareness level in public and private schools and environmental sustainability?

1.5 RESEARCH HYPOTHESES

The following research hypotheses were formulated by the researcher in null and alternate form to aid the completion of the study

H₀:  There is no significant relationship between pupil awareness level in public and private schools and environmental sustainability

H₁:  There is a significant relationship between pupil awareness level in public and private schools and environmental sustainability

H₀: Teacher’s quality does not have any impact on pupil awareness level on environmental sustainability in private and public primary schools in Abeokuta

H₂: Teacher’s quality does have an impact on pupil awareness level on environmental sustainability in private and public primary schools in Abeokuta

1.6 SIGNIFICANCE OF THE STUDY

It is believed that at the completion of the study, the findings of the study will be of great importance to the federal ministry of education and senate committee on education as the findings will help in policy formulation that will reposition the awareness level of environmental sustainability in Abeokuta North LGA of Ogun state. The study will also be of great importance to management of private and public primary school as the study will serve as a reminder to them on the benefit of teaching the pupils their role in environmental sustainability. The study will also be beneficial to researchers who intend to embark on a study in a similar topic as the study will serve as a reference point to further studies. Finally the study will be of great importance to students, teachers, academia’s, lecturers and the general public as the study will add to the pool of existing literature on the subject matter and also contribute to knowledge.

1.7 SCOPE OF THE STUDY

The scope of the study covers a comparative study of environmental sustainability awareness between public and private school students in Abeokuta North LGA of Ogun state. Abeokuta North is a Local Government Area in Ogun State, Nigeria. Its headquarters are in the town of Akomoje, near Abeokuta. It has an area of 808 km² and a population of 201,329 at the 2006 census. The local government area includes the Oyan Dam, an important source of water to the cities of Lagos and Abeokuta. Communities who rely on the Oyan lake for fishing and water supply show high levels of urinary Schistosoma infection.  The postal code of the area is 110

1.8 OPERATIONAL DEFINITION OF TERMS

Environment

The natural environment encompasses all living and non-living things occurring naturally, meaning in this case not artificial. The term is most often applied to the Earth or some parts of Earth.

Sustainability

Sustainability is the ability to exist constantly. In the 21st century, it refers generally to the capacity for the biosphere and human civilization to coexist.

Public school

State schools, called public schools in North America and many other countries, are generally primary or secondary schools mandated for or offered to all children without charge, funded in whole or in part by taxation

Private school

Private schools, also known to many as independent schools, non-governmental, privately funded, or non-state schools, are not administered by local, state or national governments.

Awareness

Awareness is the ability to directly know and perceive, to feel, or to be cognizant of events. More broadly, it is the state of being conscious of something

 

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