COMPLETE PROJECT-CLIMATE CHANGE AWARENESS AND ATTITUDE OF SECONDARY SCHOOL STUDENTS
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CHAPTER ONE
INTRODUCTION
- Background to the Study
Climate change has become a pressing global issue, necessitating a shift in public awareness and attitudes, particularly among youth. Senior secondary school students represent a crucial demographic, as they are at a formative stage where their values and beliefs are being established. Research has shown that awareness of climate change significantly influences attitudes towards environmental sustainability and proactive behavior (Ghazali et al., 2020). By understanding the current levels of awareness and the attitudes held by these students, educators and policymakers can develop more effective educational strategies to address climate change.
Studies indicate that awareness of climate change among students is often influenced by various factors, including educational interventions, media exposure, and socio-economic backgrounds. For instance, a study by Brooms et al. (2021) found that students exposed to comprehensive environmental education programs displayed higher levels of climate change awareness compared to their peers who received traditional curriculum. This suggests that tailored educational initiatives can enhance students’ understanding of climate-related issues, thus fostering a more informed generation.
Moreover, the relationship between awareness and attitude towards climate change is complex and multifaceted. Research conducted by Pihkala (2020) highlights that while many students are aware of climate change, their emotional responses—such as anxiety or apathy—can significantly affect their attitudes. The study suggests that negative emotions associated with climate change can lead to disengagement, while positive feelings can promote activism and responsible behavior. Therefore, addressing the emotional dimensions of climate change awareness is essential in shaping students’ attitudes.
Cultural context also plays a significant role in shaping students’ perceptions of climate change. A study by Leiserowitz et al. (2019) demonstrated that cultural beliefs and values could either hinder or enhance climate change awareness. In diverse cultural settings, students’ attitudes toward climate change can be influenced by local traditions, societal norms, and the prevailing narrative around environmental issues. Thus, educational programs must consider cultural nuances to be effective in different regions.
Furthermore, peer influence and social networks are vital in shaping the attitudes of senior secondary school students. According to the findings of a study by Yates and P. (2020), students who engage in discussions about climate change with their peers tend to develop more positive attitudes and a stronger sense of responsibility towards environmental issues. This peer effect highlights the importance of collaborative learning environments where students can share ideas and solutions related to climate change.
Enhancing climate change awareness among senior secondary school students is essential for fostering positive attitudes and encouraging proactive environmental behavior. The interplay of educational interventions, emotional responses, cultural context, and social dynamics all contribute to shaping students’ perceptions of climate change. Future research should focus on developing integrated approaches that leverage these factors to create a more sustainable and environmentally-conscious generation.
- Statement of the Problem
Climate change poses significant challenges globally, with developing countries like Nigeria facing acute impacts due to their vulnerability and limited adaptive capacity. Among the various demographic groups, senior secondary school students play a crucial role in shaping future societal attitudes towards climate action. However, there is a notable gap in comprehensive awareness and understanding of climate change issues among these students, which could hinder effective participation in environmental conservation efforts (Ogunbode et al., 2021). Addressing this gap is essential for fostering an environmentally conscious youth population that can advocate for sustainable practices.
Research indicates that while the concept of climate change is becoming increasingly discussed in Nigerian educational contexts, many senior secondary students still possess limited knowledge about its causes, effects, and necessary mitigation strategies. According to a study by Udom et al. (2020), only a small percentage of students in Nigeria could accurately identify the primary contributors to climate change and its potential consequences. This lack of knowledge may lead to a passive attitude towards climate action, reducing the likelihood of students engaging in sustainable practices or advocating for policy changes.
Moreover, the emotional and psychological dimensions of climate change awareness have not been sufficiently explored in the Nigerian context. A study by Ajake et al. (2021) highlights that many students experience feelings of helplessness and anxiety when confronted with climate issues. Such emotions can significantly impact their attitudes, leading to disengagement rather than proactive behavior. This emotional disconnect emphasizes the need for educational approaches that not only inform but also empower students to take meaningful action against climate change.
Cultural and socio-economic factors also significantly influence the attitudes of senior secondary school students towards climate change. Many students come from communities that prioritize immediate economic concerns over long-term environmental sustainability, often resulting in a lack of engagement with climate issues (Nwosu et al., 2019). This reality necessitates a deeper understanding of how these socio-economic factors shape students’ perceptions and attitudes, informing more relevant and context-sensitive educational interventions.
Furthermore, the role of teachers and educational institutions in promoting climate change awareness cannot be overstated. Research by Adebayo et al. (2022) indicates that educators often lack adequate training and resources to effectively teach climate-related content, which directly affects students’ learning outcomes. Without well-equipped teachers who can deliver comprehensive climate education, students are less likely to develop a nuanced understanding of climate change and its implications.
The awareness and attitudes of senior secondary school students in Nigeria towards climate change remain inadequate, influenced by various interconnected factors such as knowledge gaps, emotional responses, socio-economic conditions, and educational quality. Addressing these issues is crucial for cultivating a generation of informed and proactive individuals capable of addressing the climate crisis effectively. Future research and interventions must focus on enhancing educational frameworks, fostering emotional engagement, and considering socio-cultural contexts to improve climate change awareness among Nigerian youth.
- Aim and Objectives of the Study
The study examines Climate change awareness and attitude of Senior Secondary School. The specific objectives of the study are:
- To assess the current level of awareness among Senior Secondary School students in Nigeria regarding climate change.
- To examine the attitudes of Senior Secondary School students in Nigeria towards climate change and environmental conservation.
- To find out if climate change have effect on students’ academic performance.
- To explore the potential role of education in promoting climate change awareness and positive attitudes of students in Nigeria.
- Research Questions
The research questions are buttressed below:
- What is the current level of awareness among Senior Secondary School students in Nigeria regarding climate change?
- What are the attitudes of Senior Secondary School students in Nigeria towards climate change and environmental conservation?
- To what extent will climate change affect students’ academic performance?
- How can education play a role in promoting climate change awareness and positive attitudes among students in Nigeria?
1.5. Research Hypothesis
The hypothetical statement of the study is buttressed below:
Ho: Climate change has no significant effect on students’ academic performance in Secondary School.
H1: Climate change has significant effect on students’ academic performance in Secondary School.
1.6. Significance of the Study
The significance of this study on climate change awareness and attitudes among senior secondary school students is multifaceted, impacting educational practices, policy formulation, and future environmental sustainability efforts. As climate change increasingly affects global and local environments, understanding the awareness and attitudes of young people is crucial for cultivating a generation equipped to tackle these challenges. By examining this demographic, the study contributes to the broader discourse on environmental education and youth engagement in climate action.
Firstly, enhancing climate change awareness among students can lead to informed decision-making and responsible citizenship. As future leaders and community influencers, senior secondary school students have the potential to advocate for sustainable practices within their communities. By understanding the science behind climate change and its socio-economic impacts, they can actively participate in discussions and initiatives that promote environmental stewardship. This study aims to provide insights that can inform educational frameworks, ensuring that climate education is relevant and impactful.
Secondly, the findings of this study can guide curriculum development and teacher training programs. A key aspect of effective climate education is the quality of teaching, which directly influences students’ learning experiences. By identifying gaps in knowledge and areas where attitudes may be lacking, educators can develop targeted training and resources. This, in turn, empowers teachers to engage students more effectively, fostering a culture of environmental awareness and responsibility within schools.
Moreover, the study’s significance extends to policy implications. As governments and organizations strive to meet climate targets, understanding the attitudes of the younger generation becomes imperative. The insights gained can help policymakers tailor strategies that resonate with youth, encouraging their involvement in climate initiatives. This alignment can enhance community-level engagement in climate action, ensuring that young voices are heard in discussions about sustainable development and environmental policies.
The emotional dimensions of climate change awareness also warrant attention. This study highlights how feelings of anxiety, helplessness, or empowerment can influence students’ attitudes towards climate action. By addressing these emotional responses, educational programs can be designed to support students not just intellectually, but also psychologically. Creating a more supportive environment can encourage students to channel their emotions into positive actions, fostering resilience and a proactive stance towards climate change.
Finally, the significance of this study lies in its potential to inspire further research on youth and climate change. While existing literature has explored various aspects of climate awareness, there is still much to learn about the unique perspectives of students in different cultural and socio-economic contexts. By contributing to this body of knowledge, the study opens avenues for future research that can build on its findings, ultimately enriching the field of environmental education and youth engagement.
The study on climate change awareness and attitudes among senior secondary school students is significant for its implications on education, policy, emotional well-being, and future research. By understanding and addressing the gaps in awareness and attitude, stakeholders can better equip young people to confront climate challenges, fostering a more sustainable and engaged future generation.
1.7. Scope of the Study
The study examines Climate change awareness and attitude of Senior Secondary School. The study is limited to students of Ikorodu Senior High School, Ikorodu, Lagos.
1.8. Operational definition of Terms
- Climate Change: Refers to long-term alterations in temperature, precipitation, wind patterns, and other elements of the Earth’s climate system, primarily driven by human activities such as fossil fuel combustion, deforestation, and industrial processes. In this study, it specifically pertains to the observed changes and impacts relevant to Nigeria.
- Climate Change Awareness: The degree to which individuals understand the concepts, causes, and effects of climate change. This includes knowledge of the scientific principles behind climate change, its environmental and socio-economic impacts, and potential mitigation and adaptation strategies. Awareness is measured through self-reported knowledge assessments and questionnaires in this study.
- Attitude towards Climate Change: Refers to the beliefs, feelings, and behavioral intentions of individuals regarding climate change and environmental issues. This encompasses students’ perceptions of climate change urgency, their personal responsibility, and willingness to engage in climate action. Attitudes will be evaluated using Likert-scale questionnaires that assess agreement or disagreement with various statements related to climate action.
- Senior Secondary School Students: This term refers to students enrolled in the final stages of secondary education in Nigeria, typically between the ages of 15 and 18. In this study, senior secondary students are specifically those in grades 11 and 12, who are preparing for national examinations and making decisions about their educational and career pathways.
- Environmental Education: A process that aims to develop a population that is aware of and concerned about the environment and its associated challenges, and which has the knowledge, attitudes, motivations, and skills to work individually and collectively toward solutions. This study will focus on formal and informal educational interventions related to climate change.