ABSTRACT
Changes in weather patterns result in devastating natural disasters that
affect human beings and the environment. Ironically, climate change is man
induced. This study investigated the knowledge, attitude, and practices of
1,103 senior school students on climate change and related issues. The study
also determined the influence of students’ age, gender, religion, subject
affiliation, and parents’ education levels on students’ knowledge, attitudes,
and practices. A questionnaire was employed to collect data; descriptive and
inferential statistics were used for data analyses. Findings indicated that
knowledge of climatic change issues is slightly low among students, while their
attitude is slightly favorable. They engage in practices that do not entirely
predispose the environment to devastating effects, especially flooding. Apart
from gender, all other independent variables significantly differentiate
students’ knowledge, while seemingly mothers’ educational level influences
student practices. Therefore, teachers need to be sensitized on the level of
students’ knowledge, attitudes, and practices that are related to climate
change and be adequately prepared to update students’ knowledge of climatic
issues.
CHAPTER ONE: INTRODUCTION
1.1 Background of the
Problem
Evidence shows that climate change is experienced all over
the globe. Climate change is defined as a change in the state of the climate
that can be identified and measured by changes in the mean and/or variability
of its properties (Intergovernmental Panel on Climate Change, [IPCC], 2007).
Climate change can persist over a long time, usually over decades and much
longer and leads to extremes of weather conditions such as temperature, wind,
rainfall, and humidity (Ayoade, 2003). The consequences of climate change
impact the environment, health, agriculture, and transportation. Heat waves and
wildfires have made life unbearable for both the human population and wildlife.
This situation is particularly precarious in the hot regions of the world.
In Nigeria for instance, climate change is already exerting
negative effects on the landscape. Nigerians are experiencing dry spells, high
temperatures, off season rains, drought, and flooding. Lake Chad in northeast
Nigeria is shrinking. Since 1960, Lake Chad has shrunk by 95% of its size
(Awake, 2009). The Sahara desert in the northern part of Nigeria is expanding
to all directions at an annual rate of 1-10km (Odjugo & Ikhuoria Isi, 2003;
Yaqub, 2007). Subsistence farming, which provides staple foods for the people,
is being threatened. Perhaps one of the biggest threats of climate change is
hydroelectric power generation. Nigerians experience seasonal reduction in the
amount of electricity generated annually due to drought conditions which are
getting worse. This reduction has implications on industrial development in
Nigeria. Southern Nigeria, however, is experiencing increasing rainfall and
getting wetter leading to flooding. Major cities such as Lagos, Gboko, Benin,
Warri, PortHarcourt, Calabar, and those along major water ways like Lokoja have
experienced flooding after heavy rains causing loss of human lives, livestock,
and property.
Incidences of flooding are not only limited to the south; the
northern part of Nigeria has also been hit by floods in states such as Sokoto,
Niger, Jigawa, Yobe, Borno, Taraba, and Kebbi. Apart from the serious impact of
floods on agriculture and displacement of inhabitants and destruction to
property, floods also threaten the health of the populace by exposing them to
cholera, diarrhea, malaria, and other waterborne diseases (Bagir, Sobani,
Bhamani, & Bhani, 2012; Oyakale, 2013; Watson, Gayer, & Connolly,
2007). This impact is so because according to UNESCO, developing countries (of
which Nigeria is one) are disproportionately affected by natural disasters
because they lack resources, infrastructures, and disasterpreparedness systems
(Watson et al., 2007).
Climate change is known to be caused by two basic factors:
(a) bio-geographic factors, which include natural forces, and (b) anthropogenic
factors, which are made up of human activities. Human activities which cause
climate change either emit large amount of greenhouse gases into the atmosphere
through bush burning, gas flaring, and industrialization, thereby depleting the
ozone layer, or through human activities that reduce the amount of carbons
absorbed from the atmosphere (Odjugo, 2001). Prominent among human activities
that reduce the amount of carbon absorbed from the atmosphere are
deforestation, agricultural practices, and other unhealthy changes in land
use.
Research and scientific evidence continue to grow pointing to
the increasing changes in the climate and the attendant devastating effects
(Apata, 2012; Odjugo, 2001; Olaniyi, Ojekunle &Amujo, 2013; Yaqub, 2007;
Young, 2006). Furthermore, scientists are unequivocal that the primary cause of
global warming is human activities (Odjugo & Ikhuoria Isi, 2003; Yaqub,
2007). Also, researchers have reported that level of awareness as well as some
sociodemographic variables influences attitudes and practices (Akpan &
Falaye, 2009; Falaye, 2006, 2009; Okobia, Bunker, Okonofua, & Osime, 2006).
Previous studies indicated that young school students are strongly in support
of actions designed to prevent the impact of human induced global warming.
Young women are more concerned about their environment than the males. Social
background was also found to be important in determining environmental
attitudes (Tranter & Skrbis, 2011). Students in tertiary institutions
showed interest in issues relating to climate change and are willing to
participate in measures that will help mitigate climate change (Bruindres et
al., 2007). The teachers who teach these students need to be highly informed
too as previous studies indicated; although in some categories, teachers are
not aware of climate change (Ekpoh & Ekpoh, 2011; Hegde, Murthy, Shalini,
& Sandeep, 2012; Ochieng & Koske, 2013).
Therefore,
this study assessed the knowledge of, attitudes towards, and practices of
students in regard to climate change. Findings from this study will reveal the
level of awareness of the students about climate change and its impact, and act
as a guide to be used to bridge the gap in students’ knowledge in order to
improve their attitudes and modify their behaviours appropriately.
1. What is the level of the
knowledge, attitudes, and practices of senior school students in regards to
climate change?
2. Are there statistically
significant differences in students’ knowledge, attitudes, and practices based
on their gender, age, religion, subject affiliation, and parents’ level of
education?
3. Is there any significant
difference in the knowledge, attitudes, and practices of students who offer
geography and those who did not?
The purpose of this study was to find out what senior secondary students understand about climate change, their attitudes toward issues of climate change, and their practices, it will form a good standing point to build strategies aimed at mitigating the impact of climate change on the people and the environment.
1.6 Significance of the Study
1.7 Conceptual Framework
1.8 Operational Definition of Terms
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This study was designed to
assess the level of Perception And Awareness Of Climate Change among secondary
school students and highlight the associated policy implications. The findings
of this study will not only aid in understanding students’ knowledge and
perception of climate change, but also inform climate change policy planning in
Nigeria . Further, most documented research on climate change has concentrated
on climate change impacts, adaptation options, and to some extent general
public perception. Studies on Perception And Awareness Of Climate Change based
on specific populations are scanty. This study, therefore, filled this gap by
taking a different approach to assess students’ awareness and perception of climate
change. This study will also provide a framework for future research on climate
change education as an important tool for awareness creation. Furthermore,
limited studies have been conducted on climate change in Gboko Metropolis. To
the best of researcher’s knowledge, there has never been a study of this nature
undertaken in Gboko Metropolis hence the study filled this perceived gap.
This study aimed at
assessing student’s level of awareness and perception of climate change as well
as examining climate variability in Benue area. The dependent variables for the
study were level of Perception And Awareness Of Climate Change, climate change
perception and students’ opinion on inclusion of climate change into secondary
school curriculum.
Students’ demographics,
information access and school environment factors were treated as independent
variables influencing students’ level of awareness on climate change. The study
was then conceptualised as illustrated in Fig. 1.1.
The level of
Perception and Awareness Of Climate Change and perception among secondary
school students is influenced by a number of factors including age, gender,
level of education, current subject allocation, seminar attendance, school type
and school location. When students are aware of climate change, they are likely
to perceive it as a threat and support its inclusion into the curriculum as
well. Students’ perception of climate change as a threat is also likely to
influence their support for inclusion of climate change knowledge into the
curriculum. Given knowledge of students’ level of awareness on climate change,
perception of the same and opinion on inclusion of climate change into
secondary school curriculum, appropriate policy for enhancing knowledge
transfer may be designed to eventually lead to improved level of awareness and
positive perception of climate change as a threat among students. Knowledge of
climate variability can also inform policy planning to ensure that information
on appropriate adaptation options is passed on to the public hence leading to
improved awareness and positive perception of climate change as a threat.
The research thus
pursued five important objectives: describe climate variability in
Benue area;
assess students’ level of Perception And Awareness Of Climate Change; identify
factors influencing the students’ level of awareness; determine students’
perception of climate change; and assess students’ opinion on inclusion of
climate change knowledge into Nigeria ’s secondary school curriculum. The results
of the study were used to recommend appropriate policy interventions that might
help in improving students’ level of Perception And Awareness Of Climate Change
and perception.
Climate change: measurable shifts in
traditional climate patterns of a given place outside the normal range of
natural climate variability attributed to anthropogenic factors. Climate variability: short term
fluctuations in elements of climate including rainfall, temperature and
humidity attributed to both anthropogenic and natural factors.
Climate change education: the type of
education targeting perceptions and behaviour change towards sustainability,
and which is able to help learners understand and interpret impacts of climate
change.
Perception And Awareness Of Climate Change:
students’ common knowledge and understanding of climate change.
Climate change perception: students’
interpretation of climate change as a threat.
Upper secondary: standard four to eight
of the 8-4-4 system.
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Item Type: Project Material | Size: 51 pages | Chapters: 1-5
Format: MS Word | Delivery: Within 30Mins.
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