Professional Documents
Culture Documents
SCHOOLS STUDENTS
SADAF NAWAZ
Roll No. 1327
M.Ed
DISTANCE EDUCATION
UNIVERSITY OF PESHAWAR
Session: 2017-18
ENVIRONMENTAL AWARENESS AMONG
HAYATABAD SCHOOLS STUDENTS
SADAF NAWAZ
Class No. 1327
M.Ed
DISTANCE EDUCATION
UNIVERSITY OF PESHAWAR
SESSION 2017-18
ii
APPROVAL SHEET
Director: ___________________________
Prof. Dr. Taj Muharram
Institute of Education & Research
University of Peshawar
Date: 05-12-2017
iii
DEDICATION
what I am today
iv
TABLE OF CONTENTS
v
3.8 DATA ANALYSIS 22
CHAPTER-4 TABULATION AND DATA ANALYSIS 23
CHAPTER-5 FINDINGS, CONCLUSIONS & RECOMMENDATIONS 38
5.1 FINDINGS 38
5.2 CONCLUSIONS 39
5.3 RECOMMENDATIONS 40
BIBLIOGRAPHY 41
APPENDIX – A: QUESTIONNAIRE 48
APPENDIX – B: LIST OF SCHOOLS 49
APPENDIX – C: PERMISSION LETTER 50
vi
LIST OF TABLES
Table 4.3: Do you know about water, air and noise pollution? 25
Table 4.4: Please mention the type of environment pollution in your surrounding? 26
Table 4.6: Please write down the problems cause by air pollution? 28
Table 4.7: Does Emission of smsoke from vehicles cause air pollution? 29
vii
ACKNOWLEDGEMENTS
SN
viii
ABSTRACT
This aim of this study was to evaluate environmental awareness level of female
evaluate the specified objectives. Questionnaires were distributed among the students
It was observed from the analysis that 7-15% students showed awareness
about the environmental problems. Majority of the students did not even know
ix
CHAPTER-1 INTRODUCTION
largest city of Khyber Pakhtunkhwa, and according to the 1998 census was the ninth-
largest city of Pakistan Peshawar (is the capital of the Khyber Pakhtunkhwa province
of Pakistan. Peshawar have been Named among the list of five most polluted cities in
the world according to the latest air quality Report by the World Health Organization
school students is quite embracing. The purpose of this Study is to identify the level
pollution is a serious global issue which significantly affect living system directly or
declared the provincial capital as one of the most polluted cities facing with serious
ecological problems. According to EPA, Peshawar is the most polluted one among
other major cities of the Khyber Pakhtunkhwa with carbon dioxide emission reaching
up to 23 particles per million (ppm) against the World Health Organization guidelines
of 10ppm, reveals a study conducted by the agency. Reasons for higher pollution level
in Peshawar are lack of awareness among general public, teaching community and
awareness and education. Some of these categories are: environmental legal rights and
society are involved in developing and delivering educational courses and public
1
awareness campaigns. These include Governmental institutions at the national,
regional, and local levels; domestic and international NGOs; primary, secondary, and
higher secondary schools; journalists and the media; celebrities; and other individuals
and institutions.
Moreover, educational and awareness efforts can target practically any sector of
society. They can seek to raise public awareness broadly on environmental issues
(e.g., through the media) or they may be a targeted campaign or educational effort
focused on a specific sector (or target audience) on a specific issue. Funding for
awareness and education initiatives may come from a variety of sources. Often, it
comes from the budgets of specific agencies or Ministries; it is uncommon for such
initiatives to receive funding directly from the central budget. Some States have
Environmental education and awareness raising can include any of the following
types of activities:
environmental dimensions;
vocational personnel.
2
1.2 STATEMENT OF THE PROBLEM
environmental issues and problems and the level of their active participation in
environmental activities have been identified, and the effects of some factors as
family school and media on their environmental awareness and active participation
environmental education
With the help of this study the researcher will open new doors in the field of
3
1.5 METHODOLOGY OF THE STUDY
A descriptive research study was carried out in which data is collected with
Peshawar.
1.8 DELIMITATION
Due to the time limit and resources the study is delimitated to Hayatabad
schools of Peshawar
These are
4
CHAPTER-2 LITERATURE REVIEW
2.1 ENVIRONMENT
The environment is everything that make up over surroundings and affects our ability
to live on the earth-the air we breathe the water that covers most of the earth surface
2.2 AWARENESS
objects.
2.3 POLLUTION
Pollution is the introduction of contaminants into the natural environment that cause
adverse change. Pollution can take the form of chemical substances or energy, such as
noise, heat or light. Pollutants, the components of pollution, can be either foreign
(A). Air pollution: air pollution occurs when any sort of contaminant is introduced
into the atmosphere, thereby disrupting the chemical composition of said atmosphere.
The most obvious of these contaminants is carbon dioxide, which is frequently cited
(B). Water Pollution: In many ways, water pollution is as serious – if not more so –
than air contamination. With fresh water resources incredibly limited as is, every
5
instance of water pollution threatens the future of the planet. As with air pollution,
water pollution can be defined as any contamination of water resources around the
planet. From rivers and streams to ponds, lakes, and rivers, water pollution can strike
anywhere and in almost form, be it chemicals making their way into a lake, bacterial
contamination from sewage leaks, or trash that ends up at the bottom of an ocean or
(B). Soil Pollution: Soil pollution is possibly most notable for the way that any
contaminants in the ground can find their way to our water sources, thus bringing
from oil spills and other hazardous waste dumps to heavy use of dangerous pesticides
crops, and trees (among other things), or by rendering water sources unusable, soil
pollution can silently be one of the direst forms of environmental pollution in the
world. Soil pollution is also known as land pollution, and can also arise from battery
acid and other chemicals leaking from computers, appliances, and other types of
(C). Light Pollution, Noise Pollution, and Visual Pollution: Light pollution is most
common in big cities, though it can also have an impact in suburban areas, around
airports or big sporting event facilities, and along highways where illuminated
billboards and streetlamps are common. For humans, light pollution is more of a
irritation than an environmental concern, perhaps making it difficult to see the stars or
interfering with sleep. For animals, however, light pollution can be more obtrusive,
6
threatening animal habitats located nearby to heavily illuminated signs of human
civilization.
Noise pollution can also create sizable disturbances to animal habitats. It is often tied
to light pollution for how it arises from similar sources, including highways, airports,
and loud sporting events or concerts, as well as from construction projects, railroads,
and more. For humans, noise pollution is probably slightly more of a concern than
light pollution, leading to a decreased standard of life thanks to the ability of noise to
prevent sleep, distract from work, and bring about hearing loss. For animals, noise
and light pollution combine as factors that have limited possible habitat options.
Finally, visual pollution can be anything that makes an area less aesthetically
pleasing, from billboards and power lines to abandoned buildings, from litter along
the side of the roads to landfills. In many cases, visual pollution can be little more
than an annoyance. However, it can also be a sign of things that can create
environmental problems in other categories of pollution, from litter that left to blow
around aimlessly to abandoned human structures that are left to decompose and break
down.
creating a brighter future for our children. Education plays a crucial role in raising
awareness of environmental challenges and shaping the attitudes and behaviors that
can make a difference. Schools and universities play an enormously significant role in
generating environmental awareness among children and the youth. Textbooks reveal
7
an increasing concern with environmental problems and solutions and numerous
courses are available at the postgraduate level that provide environmental education
social ecology and so on. The issue of environmental education has been a major
Abraham and Arjunan (2005) explored the environmental interest of secondary school
students in relation to their environmental attitude and found that these students did
not have a high level of environmental interest. However, a high positive and
attitude of the total sample as well as the sub-samples based on gender and locale.
Mishra (2006) found that intelligence and school background of secondary school
students have significant interaction effect on their awareness of air, water, soil and
Said et al. (2007) conducted a survey using a self‐administered questionnaire with 306
students who were randomly selected from four secondary schools in the state of
nature‐related activities. The data illustrate that students were aware of, but only
moderately concerned with, environmental issues. Only 10% of the students were able
8
Shobeiri (2007) investigated secondary school students' environmental awareness in
India and Iran. Nine hundred and ninety-one students were selected through the
stratified random sampling technique from 103 secondary schools of Mysore city
(India) and Tehran city (Iran). Subjects consisted of 476 boys and 515 girls. They
were assessed using the Environment Awareness Ability Measure (EAAM). Results
indicated that there were significant differences between Indian and Iranian students
between them in environmental awareness across and within two groups with regard
to their gender. Also type of school management (Government and private) was a
Schmidt (2007) found a positive correlation between attitudes and behaviors between
two groups of University students at the end of a participatory course. These findings
educational setting, in order to benefit both student knowledge and future welfare of
150 students of Mt. Coot-tha Botanic Gardens. Gardens visitors were found to be less
interested in and committed to conservation issues, and less motivated to learn, than
Yavetz et al. (2009) conducted a study to assess the environmental awareness among
students of of different genders and grades. They found that students towards the end
behavior categories as compared to the beginning. Female students were more aware
9
about environmental problems than male students. Male and female students of
different public and private schools of Faridabad district revealed different awareness
Muda et al. (2010) studied different variables about environmental awareness among
300 students of different schools and colleges. Highest awareness was observed in
male students studying science than arts students. Students of private colleges were
Aminard et al. (2010) evaluated the awareness and attitude of a group of 541 from 14
universities. The figure to 541 is considered the representative of these students and
the selection was based on Stratified Random sampling method and G-power
instrument for data collection. The results revealed that environmental awareness was
overall moderate while environmental attitude was high. The study also found that
there was no significant difference observed between sex groups while environmental
awareness results indicated that there were significant difference among different
levels of education. This trend was in contrast with observation for environment
altitude status. The age groups analysis results revealed significant difference in
environmental awareness and attitude. It was also found that the media positively
affected the level of environmental awareness and attitude among students. The study
concluded that increase on age and level of education would improve the level of
Aminrad et al (2011) reported the influence of age and educational level on student’s
were selected through the stratified random sampling technique out of 2200 students
10
in 14 private and governments’ university. Age groups were divided in 3 categories
(17-25, 26-40, >40) and educational groups were included (Bs, Ms and PhD). They
were assessed using the Likret scale for environmental attitude and multi choice with
significance the effect of age on overall environmental awareness for all the three
levels of education groups (Bs, Ms and PhD). Result showed that increasing in age
attitude.
Emanuel & Adams (2011) evaluated Havaii and Misipi college students for their
knowledge about environmental issues. The data indicated that sustainable programs
and in Hawaii. Students surveyed in both states are concerned about wasteful
knowledge about sustainability. Respondents were also similar in their views about
11
students’ environmental awareness. Data were analyzed statistically using
Students in the samples possessed rather low levels of environmental knowledge, but
increase the amount of time students spend outdoors, enhancing their environmental
the United States completed weekly online multimedia nature journals for one
semester. A survey assessed their experiences. The median survey respondent spent
said that the project increased their awareness of nature, 68% said it changed the way
they thought about nature, and 56% said it increased their interest in spending time
outdoors. Though these findings are promising, there are some theoretical reasons for
Harper et al. (2012) stated that parental contact, teachers, academic discipline and
12
Levine & Strube (2012) concluded that age. Gender and level of education had greater
intentions, their explicit and implicit attitudes about the environment, and their
related to attitudes. Implicit and explicit attitudes were significantly but only
environmental issues; older students had more favorable implicit and explicit
environmental attitudes. This research suggests that knowledge about the environment
and explicit attitudes influence behavior through different pathways, which may have
Thakur (2012) carried out to study the level of environmental awareness among the
senior secondary school students. The study was conducted on the sample of 200
senior secondary students (100 opting for Science and 100 opting for Humanities)
from four schools (two Government and two Private) of Chandigarh and data was
collected through descriptive survey method. The major findings were: (i) Students of
Science students exhibited very high degree of environmental awareness than students
opting for humanities; (iii) Male science students exhibited higher degree of
13
Jamelske et al. (2013) found that data from a survey of US and Chinese college
students, climate change public opinion among young adults in these two countries
were significantly different. They observed that US students much less likely to
students were also less convinced of the consensus among climate scientists regarding
than the environment as a government priority, whereas Chinese students rated the
current policy debate, Chinese students were more familiar with both national and
there was a relatively strong support among students in both countries for joining such
an agreement. However, within the US, there are significant differences in climate
change public opinion between those with conservative and liberal political ideologies
for almost every variable studied. These results are interesting and could have
meaningful implications for both national and international climate change policies in
the future.
Heyl et al. (2013) identified whether there are significant differences between college
not, the year in which they are studying and gender. The sample consisted of 383
engineering students in first, third and sixth year, with two instruments designed to
between students pursuing diplomas related to the environment and those who are not.
14
different levels. Perceived effort, positive environmental attitude or perceived positive
Kant and Sharma (2013) explored that environmental knowledge was strongly
influenced by gender, level of education and institute types. Male students of post
Sivamoorthy et al. (2013) found that college students in relation to age, gender and
Beijing, who represent a group with high level of education and a generally high
sensitivity to new information. The results show that even this group has limited
knowledge about environmental risks and current risk management systems. Further
China and to seek ways to involve the Chinese public in emergency response and risk
analysis which is unique in the literature. The results show a strong correlation
of students. This is partly due to the environmental education itself and partly due to
15
education appears to be important in shaping attitudes about sustainable consumption.
variables is explored and illustrated graphically. Respondents are classified into five
Leu and Lin (2014) surveyed different students for their level of environmental
were employed as the dominant method, while a questionnaire survey was also used
to support the sample selection and enhance the understanding of the interview data.
a variation of students’ ideas. One key finding was that although the students were
humankind is part of nature and subject to natural laws, and thus cannot possibly
destroy nature; (2) humankind plays a dominator role in nature, but can be ‘replaced’
by other species; and (3) humankind should take responsibility for nature in order to
secure sufficient natural resources and a livable environment for all species, especially
humans. Moreover, the students described and explained nature predominantly from a
16
scientific perspective. The educational implications of the findings and limitations of
the college years through a sampling of freshmen and seniors. Nine independent
samples of freshman and senior class undergraduates (N = 779) were surveyed over a
five year period in a small, independent liberal arts college. The survey instrument
included the New Ecological Paradigm (NEP) scale, demographic items, and other
measures, such as knowledge of, and worry over, climate change, and perceived
priority for environmental issues. In general, NEP endorsement was weakly pro-
environmental and was higher among women. Endorsement was stable during the
years of the study, except for a temporary, significantly lower level during the
recession. Class status had no effect on either NEP endorsement or responses to two
Webber et al. (2014) found science students of Queensland University were more
Higher degree, age and education level increased awareness. Similarly male graduate
Kharan and Rhoerig (2015) investigated the impacts of the learning processes
17
addition, a social networking site was designed and used to promote social interaction
in this study. A convergent mixed methods design was implemented to allow for the
with qualitative findings for corroboration and validation purposes. Using a mixed
method approach, quantitative findings are supported with qualitative data (student
video projects, writing prompts, blog entries, video projects of the students,
perceived need for activism. The findings of the study indicated that students’
environmental awareness and perceived need for activism were improved at different
students (n = 1,104) were gathered and statistically analyzed. Results indicated that
significantly different according to the enrolled college and the academic achievement
18
information delivered by reliable sources from internet or lectures; they grasped their
have several concept misunderstandings of biotechnology and its ethics, our results
suggest that awareness plays a crucial role in forming a “clear-cut” opinion about this
and therefore, improve in respect to this topic. Ultimately, this promotes the students'
Chen and Tsai (2015) examined Taiwanese university students’ marine environmental
survey are used for the analysis. Overall, respondents possess a highly positive
attitude towards the marine environment and a moderate self-reported level of marine
particularly ones involving spending personal income and taking legal or political
behavior. This study addresses the gap between widespread environmental concerns
safe recreational spaces at seasides, and reinforcing legal education. This study
environment.
19
Panth et al. (2015) conducted a study to explore the Environmental Awareness and
Environmental Attitude among gender (boys and girls). The study was conducted in
N.M.V. Lalitpur (U.P.). The data were collected from 100students. The data was
divided into two groups on the basis of Environmental Awareness and Environmental
Attitude. Each of the two group consisted of an equal number of boys and girls
respondents. The main conclusion is that, boys have more Attitude than girls but there
are significant difference found in boy and girls Attitude. And girls have more than
Zheng and Chauer (2015) evaluate the environmental awareness among college and
university students of Chinese institutes during 2009–2010. They found that age of
students and level of education were the key determinants of students’ environmental
Upadhyaya and Upadhyaya (2016) identified the level of awareness towards global
warming among Law students, the authors decided to conduct the present research
investigators, was used for collecting the data from Law students. The result shows
that male and female, rural and urban law students are well aware about global
warming and they do not differ significantly towards global warming awareness.
20
CHAPTER-3 METHOD AND PROCEDURE
It has a descriptive type of research. The study was concern with the investigation,
observation and analysis of the level of awareness among the students of Hayatabad,
Peshawar. The research deal with the collection of information, data, its tabulation,
interpretation and analysis. For this purpose a questionnaire was developed which was
awareness level about the three girls schools in Hayatabad, Peshawar. The
questionnaire includes the question about the environmental problems like air
questionnaire. Two types of question are included in the questionnaire these are
The Questionnaire was administrated on the spot for having proper data from the
respondents (students) for that permission was taken from the principal of the schools.
3.5 POPULATION
21
3.6 SAMPLE
Classes of the 9th and 10th of 3 girl’s school are selected of the study.
22
CHAPTER-4 TABULATION AND DATA ANALYSIS
Yes 21 30
No 9 70
Total 30 100%
Figure No. 1
80%
70%
70%
60%
50%
Yes
40%
No
30%
30%
20%
10%
0%
Analysis
Table and figure No.4.1 shows that only 70% of the students were aware about
23
Table 4.2: Do you know about noise pollution?
Yes 11 37
No 19 63
Total 30 100%
Figure No. 2
70%
63%
60%
50%
40% 37%
Yes
No
30%
20%
10%
0%
Analysis
Table and figure 4.2 demonstrate that 37% students knew about noise pollution while
24
Table 4.3: Do you know about water , air and soil pollution?
Yes 8 27
No 22 73
Total 30 100%
Figure No. 3
80%
73%
70%
60%
50%
Yes
40%
No
30% 27%
20%
10%
0%
Analysis
Data presented in Table and Figure 4.3 indicates that 27% of the total students new
25
Table 4.4: Please mention the type of pollution in your surrounding?
Correct Answer 5 17
Incorrect Answer. 26 83
Total 30 100%
Figure No. 4
90%
83%
80%
70%
60%
50% Yes
40% No
30%
20% 17%
10%
0%
Analysis
Table and Figure 4.4 represent that 17% mentioned correct sources pollution in their
surroundings
26
Table 4.5: Is Environmental pollution a serious problem?
Yes 8 27
No 22 73
Total 30 100%
Figure No. 5
80%
73%
70%
60%
50%
Yes
40%
No
30% 27%
20%
10%
0%
Analysis
Data in Table and Figure No. 4.5 indicate that 27 percent students answered in yes
while remaining 73% said that pollution was not a serious problem
27
Table 4.6: Please write down the problems cause by air pollution?
Correct Answer 5 17
Incorrect Answers 25 83
Total 30 100%
Figure No. 6
90%
83%
80%
70%
60%
50% Yes
40% No
30%
20% 17%
10%
0%
Analysis
Table and Figure 4.6 show that 17% of students answered correctly and 83% answer
wrong.
28
Table 4.7: Does Emission of smoke from vehicles cause air pollution?
Yes 9 30
No 21 70
Total 30 100%
Figure No. 7
80%
70%
70%
60%
50%
Yes
40%
No
30%
30%
20%
10%
0%
Analysis
Data presented in Table and Figure No. 4.7 indicate that only 30% students knew
29
Table 4.8: Do Industries cause air pollution?
Yes 3 13
No 27 87
Total 30 100%
Figure No. 8
100%
90% 87%
80%
70%
60%
Yes
50%
No
40%
30%
20%
13%
10%
0%
Analysis
Table and Figure 4.8 demonstrate that 13% of the total students corresponded
30
Table 4.9: Mention the type of pollution which cause by industries.
Correct Answer 3 13
Incorrect Answer 27 87
Total 30 100%
Figure No. 9
100%
90% 87%
80%
70%
60%
Yes
50%
No
40%
30%
20%
13%
10%
0%
Analysis
31
Table 4.10: Can the trees reduce pollution?
Yes 5 17
No 25 83
Total 30 100%
Figure No. 10
90%
83%
80%
70%
60%
50% Yes
40% No
30%
20% 17%
10%
0%
Analysis
Table and Figure 4.10 show that 17 % students responded correctly while 83% gave
wrong answers
32
Table 4.11: Does Deforestation not affect our environment?
Yes 7 23
No 23 77
Total 30 100%
Figure No. 11
90%
80% 77%
70%
60%
50% Yes
40% No
30%
23%
20%
10%
0%
Analysis
Data in Table and Figure 4.11 demonstrate that 23% students had knowledge about
33
Table 4.12: Is Peshawar a polluted city?
Yes 6 20
No 24 80
Total 30 100%
Figure No. 12
90%
80%
80%
70%
60%
50% Yes
40% No
30%
20%
20%
10%
0%
Analysis
Table and Figure 4.12 show that 18% students have knowledge about pollution in
Peshawar city.
34
Table 4.13: Do Industrial wastes have harmful effects on our health?
Yes 3 10
No 27 90
Total 30 100%
Figure No. 13
100%
90%
90%
80%
70%
60%
Yes
50%
No
40%
30%
20%
10%
10%
0%
Analysis
35
Table 4.14: Do you grow some plants in your schools or home?
Yes 3 10
No 27 90
Figure 14
100%
90%
90%
80%
70%
60%
Yes
50%
No
40%
30%
20%
10%
10%
0%
Analysis
Analysis shows that only 10% students answered that they grew plants in their homes
36
Table 4.15: Do you know the benefits of plantation?
Yes 2 7
No 27 93
Total 30 100%
Figure No. 15
100%
93%
90%
80%
70%
60%
Yes
50%
No
40%
30%
20%
10% 7%
0%
Analysis
Data showed that 7% students answered correctly while remaining 93% had wrong
answer
37
CHAPTER-5 FINDINGS, CONCLUSIONS &
RECOMMENDATIONS
5.1 FINDINGS
30% of the students were aware about environment while 70% answered
incorrectly.
37% students knew about environmental pollution while remaining 63% did
not now.
27% of the total students new about water, air and noise and 73% says no.
surroundings
27 percent students answered in yes while remaining 73% said that pollution
38
5.2 CONCLUSIONS
familiar with the term environment and they were aware about the
environment.
2. 90% teachers guide their students about how to keep the environment clean
and tidy but still they face the problems of cleanliness and solid waste in their
schools.
colleagues.
4. 90% of the students did not have proper environmental awareness programs in
their schools.
6. The research also concluded that the Hayatabad schools do not campaigns
8. The Educational Institution provides facility for collecting the solid waste to
the schools.
39
5.3 RECOMMENDATIONS
1. The school students may be aware about the environment surrounding them.
2. World Environment day, 5th June, may be observed in the schools in order to
make the teachers and students aware about the environment. For this purpose
3. The curriculum may be arranged in such a way that some contents related to
4. The schools may arrange different types of competitions like debates, essay
importance.
environment which will help both the teachers and students to be aware about
the environment.
7. The teachers may give the last 5 minutes of the class to the students for
9. The educational institutions may also arrange awareness programs for students
of Hayatabad schools.
10. Teachers may also take interest in awareness programs. For this purpose they
may take part in different activities, i.e., attending seminars, walk, contributing
40
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APPENDIX – A
QUESTIONNAIRE
3. Do you know about water, air and soil pollution? (a) Yes (b) No
7. Does Emission of smoke from vehicles cause air pollution? (a) Yes (b) No
11. Does Deforestation not affect our environment? (a) Yes (b) No
13. Do Industrial wastes have harmful effects on our health? (a) Yes (b) No
14. Do you grow some plants in your schools or home? (a) Yes (b) No
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APPENDIX – B
LIST OF SCHOOLS
49
APPENDIX – C
PERMISSION LETTER
50