Professional Documents
Culture Documents
J. A. OLAWEPO
and
A. A. JEKAYINFA
Abstract
The environmental education-related attitudes and practices of 187 teachers
enrolled in sandwich degree programmes at the University of Ilorin, Nigeria, were
investigated. Responses to a two-part questionnaire revealed that most of the
teachers had positive attitudes to environmental issues and endorsed desirable
environmental practices. The result of chi-square analysis showed that teachers
attitudes and practices were not significantly influenced by gender and year of
study, but area of specialization was a significant influence on both attitudes and
behaviours. Correlation and t-test analysis showed that attitude was positively and
significantly related. The study ended with the suggestion that English and Social
studies should be among the subjects for environmental education in the primary
and secondary schools.
Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
Introduction
The goal of the National Policy on Environment for Nigeria is to achieve
sustainable development in the country, and also to secure for all Nigerians a
quality of environment adequate for their health and well being (Federal
Environmental Protection Agency (FEPA, 1989). The implementation of this
policy depends on specific actions directed toward major sectors and problem
areas of the environment. One of the sectors is the human population. By their
individual and collective behaviour, humans make significant positive or negative
impact on the natural resources and non-human environment of the country (Aina,
1989, Awosolu, 1997).
The Nigerian environment is characterized by pollution and degradation of
land, air and water. This state of affairs is engendered by a combination of
neglect, ignorance and harmful attitudes and socio-political practices (FEPA, 1989,
Salami, 1997). There is therefore the need to provide opportunities to acquire the
knowledge, values and commitment required to protect and improve the
environment. For this to be done in any significant way, there is the need to
collect baseline data on the prevailing environmental knowledge, attitudes and
practices of the targeted cohorts of the population. One of these is the teachers.
Teachers are role models for their students and the society in general. It is against
this background that this study was designed to identify and describe the
environmental attitudes of practising teachers on vocation degree programmes.
Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
part of education, has been found to be unimportant by Welch but Ben-Eha found
education to be important. It is the desire to probe the influence of education
further that the independent variables of area of specialization and year of study
were chosen as independent variables in addition to gender, which is the most
basic human trait.
Research Questions
The following research questions were raised for this study.
1.
2.
3.
4.
5.
6.
7.
8.
Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
9.
Research Methodology
The subjects used for this study consisted of male and female primary and
secondary school teachers enrolled in part-time degree programmes of the
University of Ilorin.
specialization and were at four different levels of their course of study. Their
population numbered about 3,400 in all. A stratified random sample of the student
teachers was made using years of study as the strata. From each of the levels of
study, student-teachers were picked proportionally, giving a sample of 230
subjects.
A questionnaire focusing on teachers attitudes and practices was designed
based on the one used by Salami (1977). Pollution, refuse disposal, bush burning,
use of fertilizers and insecticides, flora and fauna management, water
management, high population, urbanization, monthly national environmental
sanitation exercise and the need for environmental education, were issues raised
under environmental attitudes and environmental practices.
The attitude section of the questionnaire was made up of ten statements,
five of them positive and five negative. Each statement had a scale of five
responses attached to it, ranging from strongly agree to strongly disagree. The
section on four possible responses. At least one of the responses was negative.
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Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
Results
The student teachers were in the following areas of study, arranged in
descending order of numerical importance of Social Studies (41.7%), English
(24.1%). Mathematics (17.6%), Yoruba (10.70%), Science (40.3%) and French
(1.6%). The female outnumbered the males as shown by the following percentages
respectively for females and males. 52.9% and 47.1%. These teachers were at four
different contact sessions or levels of study, viz first year (4.2%), second year
(9.3%), third year (45.9%) and fourth year (40.6%).
Research Questions One and Two
Most of the teachers (89.8%) had positive attitude to environmental issues
while the remaining teachers (10.2%) had negative attitude. Also, most of the
teachers (86.1%) disclosed that they engaged in desirable environmental practices
while only a few of them (13.9%) displayed undesirable environmental
behaviours.
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Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
Most of the
Total
88
99
187
Not Significant
Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
Table 2
Chi-Square Analysis of the Influence of Year of Study on Teachers
Attitudes to Environmental Issues
Year of
Total
Study
st
1
2nd
3rd
4th
Total
X2
Negative
2
4
3
10
19
(3,0.05)
Positive
6
14
82
66
168
= 4.63
8
18
85
76
187
Not Significant
Table 3
Chi-Square Analysis of the Influence of Area of Specialization on
Teachers Attitudes to Environmental Issues
Area of
Total
Specialization
Science
Social studies
Mathematics
English
Yoruba
French
Total
X2
Negative
1
6
3
3
3
3
19 (10.2%)
(5,0.05)
Positive
7 (87%)
7 (91%)
30 (90%)
42 (93%)
17 (85%)
1 (33%)
168 (89.8%)
= 14.13
8
78
33
45
20
4
187
Not Significant
Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
Table 4
Chi-Square Analysis of the Influence of Gender on
Environmental Practice of Teachers
Gender
Male
Female
Total
X2
Total
88
99
187
Not Significant
Table 5
Chi-Square Analysis of the Influence of Year of Study on Teachers
Environmental Practices
Year of
Total
Study
st
1
2nd
3rd
4th
Total
X2
Negative
2
5
6
13
26
(3,0.05)
Positive
8
12
80
61
161
= 5.04
Table 6
10
17
86
74
187
Not Significant
Total
Specialization
Science
Social studies
Mathematics
English
Yoruba
French
Total
X2
Negative
3
11
5
4
1
2
26 (13.9%)
(5,0.05)
Positive
5 (63%)
67 (86%)
27 (84%)
41 (91%)
19 (95%)
2 (50%)
161 (86.1%)
= 27.40
10
8
78
32
45
20
4
187
Significant
Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
tcal =
r n 2
1 r2
Table 7
Relationship Between Teachers Attitudes and Practices Concerning
Environmental Issues
Variables
Attitudes
Practices
N
187
187
Mean
1.91
1.86
11
Std Dev.
0.31
0.37
R
0.03
Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
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Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
have been teaching for upwards of five years. Moreover, these teachers have
come into regular contact with environmental education either in their teaching
duties or in the mass media (print or electronic). They are also participating in the
national monthly environmental sanitation exercise and the annual free planning
campaigns. For these reasons, the respondents, who are student teachers are
expected to have positive attitudes and practice desirable environmental
behaviours. These teachers, like Larsen (1976) found, tended to have positive
attitudes and Welch (1982) found that education had a significant influence.
The finding that Social studies, English, Yoruba and Mathematics teahers,
had more positive attitudes and exhibited more desirable practices than teachers of
Science and Mathematics, is not easy to understand and explain. Having said that
it is clear that Social studies teachers have learnt and taught a subject which
emphasizes the interaction of human, and the human, the physical and social
environment. For this reason, these teachers are likely to be more aware of the
consequences of man and environmental relationships which have a lot to do with
environment issues. In addition, teachers of English and Yoruba, are in a better
position to profit from the information and education dished out by the mass
media in English and Yoruba.
Lastly, that there is a positive and significant relationship between attitudes
and practices is easily explained, at least on theoretical grounds. As since most of
the teachers possessed positive attitudes, they are expected to practice responsible
environmental behaviour.
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Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
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Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
References
Adedayo, A. O., Olawepo J.A. (1997). Integration of Environmental Education in
Social sciences Curriculum at the Secondary School Level in Nigeria:
Problems and Prospects. Environmental Education Research, 3(1) 83 93.
Aina, E.O.A. (1992). Our Environment Government Initiative and Childrens
Environmental Education an Instrument of Change. A Paper presented at
the UNESCO Sub Regional Workshop at Lagos.
Awosolu, E.O. (1997). Environmental Sanitation and Development.
An
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Nigerian Journal of Research and Development in Higher Education 3(1 & 2), 1999
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