ASSESSMENT OF THE EXTENT OF STUDENTS’ ACHIEVEMENT OF ENVIRONMENTAL CONTENTS OF SOCIAL STUDIES IN NSUKKA EDUCATION ZONE OF ENUGU STATE

Abstract

The purpose of the study was to assess the extent of students’ achievement of environmental contents of social studies in Nsukka Education Zone of Enugu State. Eight research questions guided the study and eight null hypotheses were tested. Literature was reviewed under four major sub-headings namely conceptual framework, theoretical framework, review of empirical studies, and summary of literature. The study adopted descriptive research design. The population of the study was two thousand four seventy-five (2475) senior secondary one (SS1) students. Multi-stage sampling technique was used to draw a sample size of seven hundred and twenty (720) SS1 students. Structured questionnaire developed by the researcher and validated by research experts was used for data collection. The instrument yielded overall reliability index of 0.88. The data collected were analyzed using mean and standard deviation to answer the research questions while t-test was used to analyzed the null hypotheses. The findings of the study were that there is no significant difference between male and female students’ mean score on their awareness of environmental problems, that there is a significant difference between urban and rural students’ mean score on their awareness of environmental problem, that there is no significant difference between male and female students’ mean score on their attitude towards environmental problems and issues, that there is a significant difference between urban and rural students’ mean score on their attitude towards environmental problems and issues, that there is no significant difference between male and female students’ mean score on their possession of the requisite skills for solving environmental problems, that there is a significant difference between urban and rural students’ mean score on their possession of the requisite skills for solving environmental problems, that there is no significant difference between male and female students’ mean score on their willingness to participate in environmental protection activities, and that there is a significant difference between urban and rural students’ mean score on their willingness to participate in environmental protection activities. Based on the findings of the study, conclusions were drawn and relevant recommendations were made.

CHAPTER ONE

INTRODUCTION

Background of the Study

            Environmental issues and concerns have dominated the news and public discourse at local and international levels this millennium. This trend towards global environmental concern anchored on the fact that it is becoming obvious to man that the future welfare of human and animal population is threatened by various environmental phenomena such as erosion, drought, desertification and climate change. These environmental phenomena explain the concerted efforts of the government of different countries of the world including Nigeria and numerous international organizations in combating various kinds of environmental threatening events in the society.

            The interest and concern for the environment were as a result of several conferences organized at the instance of United Nations Educational, Scientific and Cultural Organization (UNESCO). These conferences were aimed at sensitizing the world population to acquire among other things knowledge, values, interest, skills and positive attitudes towards the environment and its associated problems which now threatens human existence on earth. In order to effectively inculcate relevant knowledge, values, skills and attitude that will enable the global citizens to interact in a friendly and sustainable manner with their environment, environmental education was introduced in schools.

Environmental education means the education of the learners on the importance of the environment on man, and the need to harness environmental resources in a friendly and sustainable manner. According to Santo (2000), environmental education is the process of recognizing values and clarifying concepts in order to develop skills and attitudes necessary to understand and appreciate the interrelatedness among (human kind), (their) culture and (their) biophysical surroundings. According to Sampson (2013), the central target of environmental education is to teach the students to have knowledge and ability to deal (friendly) with the environment in which they live, including learning about their community, government of their country, the world around them and the need to take care of the environment (p.34).

 In the same vein, Kumler (2010) maintained that environmental education targets at making sure that students in their environment extend to the acquisition of right values and attitudes which will lead to desired behavioural changes in using environmental resources. In agreement with the above, Ekhator and Amayo (2001) noted that the enormity of the environmental problems in Nigeria warrants more conscious training and education programme for conservation and sustainable development.

Interestingly, environmental education currently being emphasized in Nigeria school system is primarily conceived with providing learners with values, attitudes, skills and knowledge necessary for studying the relationship between mankind and his environment. This however will enable the learners to identify environmental problems around them as well as participate actively in bringing solutions to the identified problems and by extension achieved the objectives of environmental education.

The objectives of environmental education as identified by Yoloye (2001) include developing in the learner awareness of his environment, knowledge of his environment, positive attitude towards his environment, skills for solving environmental problems and willingness to participate actively in environmental protection. Currently, environmental education is not taught as a separate subject particularly at basic education level. Environmental education contents such as physical environment, bush burning, deforestation, erosion, earth quake etc are rather infused in relevant basic education subjects like social studies.

Social studies is popularly defined as a subject that deals with man and his relation with the social and physical environment. Social studies is an interdisciplinary curriculum content that attempt to unify knowledge that cut across various disciplines of the social sciences in dealing with societal problems of family relations, civic affairs, community life, health production, consumption, recreation, environmental conservation etc. Akinlaye (2003) expressed the view that the central focus of social studies is the interrelationship of man and his environment. Social studies also deals with the influence man exerts on his environment. Implied from this view is that social studies education has relationship with environmental education, since social studies is focused on man and his environment. In support of the above, Onuoha (2004) noted that social studies education is a suitable programme for promoting environmental education in Nigeria. According to Ezeudu (2003), environmental education is extended through the study of social studies, focusing on the interactions of human with their physical, social and psychological environmental problems.

Indeed, social studies is a contemporary and environmentally focused field of study and therefore provides the learner with requisite knowledge, values, skills, attitudes and competencies to contribute meaningfully to Nigeria’s national development. Indeed, quality national development can only occur in a society where citizens have, amongst other things, environmental resource sustainability attitude. Social studies equips people with moral and rational decision making judgment to become useful contributors of ideal (on environmental resource management), knowledge (about their environment) and skills (for environmental sustainability).

            No doubt, social studies education is a veritable channel of producing environmental responsible citizens. It is a programme of study which a society uses to instill in the students the knowledge, skills, attitudes and values considered important for effective human relationship and interaction (Mezieobi, Mezieobi, Ossai and Sampson, 2013). Social studies is viewed as a programme that provides adequate knowledge, skills, values and attitudes that will enable people to understand their physical and human environment in order to act or behave as responsible citizens. The implication of this is that social studies is a specific subject that is centered on one’s environment-physical as well as human and how to develop those skills, knowledge, attitudes and values that characterized responsible citizenry in a free society.

            Based on this position, it is obvious that the junior secondary school social studies is a vital element for inculcating environmental education contents to the learners. Social studies curriculum content is focused on the study of man and his environment. However, the major worry of the present study is that notwithstanding the fact that environmental education contents in social studies curriculum have been promoted over the years; the events in Nsukka education zones have left everybody in doubt as to the extent of achievement of the environmental education in schools. According to Anyadike (2009), some of the events which are unfriendly to the environment noticeable in Nsukka education zone include indiscriminate burning of bush for hunting which in most uncontrollable cases destroyed human valuable properties; indiscriminate dumping of refuse; and constant falling of trees among others.

The pertinent question this study wants to address is: how far has the teaching of social studies at the junior secondary school been able to help in achieving the objectives of environmental education? Based on the above question, this study intends to find out the extent to which the teaching of social studies has helped in achieving the objectives of environmental education. This can be ascertained through assessing the extent to which the students are aware of the various environmental problems as well as the level of the students’ knowledge of their environment. Furthermore, the study wants to ascertain the extent of students’ awareness of their environment; their level of environmental problems solving skills as well as the level of the students’ willingness to participate actively in environmental protection activities.

            To ensure arrival at comprehensive findings at the end of this study, there is need to find out the trend of the achievement of environmental education objectives in terms of gender and school location. Gender is not biologically but culturally based. It is the cultural role expected of people which helps in the classification of individuals into male and female. Lee (2001) noted that gender is an ascribed attribute that differentiates feminine from masculine socially. Gender is seen as the categorization in the world of matter into sex. Gender implies that Character of being male or female, man or women, boy or girl. Thus, Kalusi (2000) and Robert (2007) stated that gender is a cultural construction that assigns roles, attitude and values considered appropriate for each sex. Similarly, Offoma (2004) viewed gener as a learned socially constructed condition ascribed to male and female. Offoma noted further that gender is enforced through cultural practices as gender identity is the outcome of cultural learning, thus the expectations from male and female are dependent on their cultural milieus. The present study among other things seeks to find out if gender has influence on students on the extent to which students achieve the environmental contents of social studies curriculum.

On the other hand, location has to do with the area which may be urban or rural area where an individual resides. Benton (2000) described location as a geographical place or an area. Contextually, location in this study implies a geographical place or area where something or somebody is situated, be it rural or urban area. Rural areas are often made up of villages which could either be linear, dispersed or nucleated in their patterns of distribution on the terrain, having few buildings and also few people. The settlers’ life style is simple and quiet with economic activity as farming, few amenities and service centres. According to United Nations Development Programme (UNDP, 2010), awareness and attitudes of the rural dwellers in Nigeria on environmental issues could be directly proportional to the quality of information prevalent and available to them. On the other hand, urban areas are relatively large, characterized with dense and permanent settlement of socially heterogeneous individuals. The settlement could be towns, cities, metropolis or even conurbations. Urban areas have a large and heterogeneous population, medical and social amenities, educational, recreational, banking, administrative and social activities, having highly developed manpower (male and female) and artisans among others who engage in non-agricultural occupation with highly impersonal relations. It is the opposite of rural environment, with its sophisticated life and bustle life activities.

            The contrasts between the urban and rural areas could influence the extent of achieving environmental education objectives in schools located in rural and urban areas. Thus, this study intends to find out among other things if school location has any influence on the extent to which students achieve the environmental contents of social studies curriculum.

Statement of the Problem

            The environmental education being emphasized in different countries of the world including Nigeria was borne out of the fact that the subject is vital in inculcating knowledge, skills and attitudes that will enable global citizens to interact friendly and in sustainable manner with their environment. Specifically, the teaching of environmental education is expected to lead to the achievement of environmental education objectives which include possession of environmental awareness; positive attitude towards the environment; skills for solving environmental problems; and willingness to participate in environmental protection activities. However, the major worry of the present study is that notwithstanding the fact that environmental education contents in social studies curriculum have been promoted over the years; the events in Nsukka education zones have left everybody in doubt as to the extent of achievement of the environmental education in schools. Some of the events which are unfriendly to the environment noticeable in Nsukka education zone include indiscriminate burning of bush for hunting which in most uncontrollable cases destroyed human valuable properties; indiscriminate dumping of refuse; and constant falling of trees among others.

            It is against this background that the problem of this study put in question form is; to what extent has the teaching and learning of social studies help in the achievement of environmental education objectives in Nsukka Education Zone?

Purpose of the Study

The general purpose of the study was to assess the extent of students’ achievement of environmental contents of Social Studies in Nsukka Education Zone of Enugu State. Specifically, the study intends to find out:

1. The extent to which junior secondary school male and female students possess environmental problems awareness.
2. The extent to which junior secondary school urban and rural students possess environmental problems awareness.
3. The attitude of male and female junior secondary school students towards the environmental problems and issues.
4. The attitude of urban and rural junior secondary school students towards the environmental problems and issues.
5. The extent to which the junior secondary school male and female students possess requisite skills for solving environmental problems.
6. The extent to which the junior secondary school urban and rural students possess requisite skills for solving environmental problems.
7. The extent to which junior secondary school male and female students are willing to participate in environmental protection activities.
8. The extent to which junior secondary school male and female students are willing to participate in environmental protection activities.

Significance of the Study

This study has both theoretical and practical significance. Theoretically, the study anchored on Douglas MacGregor’s theory X and theory Y. The theory was propounded by McGregor in 1972. The X theory holds that people intend to carry out their work/teaching duties effectively when they are adequately motivated while the Y theory holds that even without motivation people will still carry out their work/teaching duties effectively.

Practically, the findings of this study will be significant to the curriculum planners, government, non-governmental organizations and the larger society. For the curriculum planners, the findings of this study will provide relevant findings that will enable them to know the extent to which the teaching of environmental education contents infused into social studies curriculum has been able to help in achieving the objectives of environmental education. This knowledge will enable the curriculum planner to determine if environmental education curriculum should be made a separate subject at the junior secondary school or continued to be infused into social studies curriculum.

      For the government, the findings of the study will help to show the government of environmental education at the junior secondary schools particularly with respect to the achievement of environmental education objective. The findings of the study will enable government to take necessary actions through policy formulation and implementation that could support the school system in promoting and inculcating the right values, attitudes & skills that will help to achieve the objectives of environmental education.

      The findings will also be useful to non-governmental organizations who are interested in the promotion of environmental education. The findings will show the extent to which the inculcation of environmental education objectives to the students is achieved. If the non-governmental organizations interested in environmental education have to the findings of the, maybe, through the university library, it will be easier for the non-governmental organizations to know how best they can support the school system to continue to achieve the objectives of environmental education in schools.

      Finally, the findings of this study will be significant to the larger society. This is because if the objectives of environmental education are effectively inculcated to the students and the students practice the knowledge, attitude, knowledge, and values they learnt in school, the society will be filled with individuals with positive attitudes towards the environment. Thus, the society which could have been affected by environmental problems caused by human activities in their environment would have no course for alarm of the environmental responsible citizens in it.

Scope of the Study

This study was restricted assessment of the extent of students’ achievement of environmental contents of social studies in Nsukka Education zone of Enugu State. The study covered the extent to which the students possess environmental awareness; have knowledge of their environment; attitude towards the environment; skills for solving environmental problems; and the students’ willingness to participate actively in solving environmental problems.

      The study was conducted in Nsukka Education Zone of Enugu State. It involved all the junior secondary school students in the education zone.

Research Questions

The following research questions guided the study:

1. To what extent do the junior secondary school male and female students possess environmental problems awareness?
2. To what extent do junior secondary school urban and rural students possess environmental problems awareness?
3. What is the attitude of male and female junior secondary school students towards the environmental problems and issues?
4. What is the attitude of urban and rural junior secondary school students towards the environmental problems and issues?
5. To what extent do the junior secondary school male and female students possess requisite skills for solving environmental problems?
6. To what extent do the junior secondary school urban and rural students possess requisite skills for solving environmental problems?
7. To what extent are the junior secondary school male and female students willing to participate in environmental protection activities?
8. To what extent are the junior secondary school male and female students willing to participate in environmental protection activities?

Research Hypotheses

The following null hypotheses were formulated and tested at 0.05 level of significance:

Ho₁: There is no significant difference in the mean rating scores of urban and rural students in their awareness of environmental problems.

Ho₂: There is no significant difference in the mean rating scores of rural and urban students in the extent of their attitude towards the environment.

Ho₃: There is no significant difference in the mean rating scores of rural and urban students in the extent to which they possess the requisite skills for solving environmental problems.

Ho₄: There is no significant difference in the mean rating scores of rural and urban students in the extent to which they are willing to participate in environmental protection activities.

Ho₅: There is no significant difference in the mean rating scores of male and female students in their awareness of environmental problems.

Ho₆: There is no significant difference in the mean rating scores of male and female students in the extent of their attitude towards the environment.

Ho₇: There is no significant difference in the mean rating scores of male and female students in the extent to which they possess the requisite skills for solving environmental problems.

Ho₈: There is no significant difference in the mean rating scores of male and female students in the extent to which they are willing to participate in environmental protection activities.