List of Titles

Effect of environmental responsible behaviour intervention programme on secondary school learners in environmental education knowledge, attitudes and practices in Nigeria

- Olagbaju, Oluwaseun Olaitan

Authors: Olagbaju, Oluwaseun Olaitan
Date: 2021-09
Subjects: Environmental education , Education, Secondary
Language: English
Type: Doctoral theses , text
Identifier: http://hdl.handle.net/10353/20284 , vital:45647
Description: The depletion of the environment compelled researchers to investigate Environmental Education issues, the methods of imparting knowledge and the creation of awareness about environmental problems. However, youths have knowledge of environmental concepts but lack the skills, intentions, and action competence to exhibit positive environmentally responsible behaviour. There is, therefore, a need for a change in human behaviour to overcome current environmental problems. This study determines the effect of an environmental responsible behaviour intervention programme on Junior Secondary School learners in environmental education. It also explores the moderating effects of gender and school location. The study adopted a pre-test, post-test, control group and quasi-experimental design. A multi-stage sampling technique was employed. Eight (8) coeducational secondary schools in Ibadan, Nigeria, were selected based on environmental challenges in their immediate environment. There were four (4) schools from Ibadan city (urban area of Ibadan) and four (4) from Ibadan less city (rural area of Ibadan). Seven hypotheses were tested at a 0.05 level of significance. Five research instruments were used for this study. Analysis of Covariance (ANCOVA) was used in testing the seven formulated hypotheses. Estimated Marginal mean analysis was used to determine the source of significant effect of treatment. A significant interaction effect was described using a graphical representation. All hypotheses were tested at P< .05 level of significance. The result reveals that there was a significant main effect of treatment (Environmental responsible behaviour intervention programme on Junior Secondary School learners’ environmental knowledge (F(1,715) = 40.62, p < 0.05, Partial , 2 .054). There was also significant main effect of treatment (environmental responsible behaviour intervention programme on junior secondary school students’ environmental attitude. (F(1,715) = 32.36, p < 0.05. partial 2 = 0.043). The effect of treatment (Environmental responsible behaviour intervention programme) on students’ environmental practices was statistically significant, F(1,715) = 17.02, p < 0.05. partial 2 = 0.023). The findings shows that there was a significant main effect of school location (Urban and Rural) on Junior Secondary School students’ environmental knowledge (F(1,716) = 71.62 p< 0.05. partial 2 =0.091). There was no significant main effect of gender (male / female) F(1,715) =0.27, p> 0.05, partial 2 = 0.000. The findings further shows that there was significant main effect of school location on students’ environmental attitude, (F(1,175) =39.21, p< 0.05 partial 2 = 0.052) Shows that there was no significant main effect of gender on students’ environmental attitude F(1,715) =2.1, p> 0.05. partial 2 =0.003 There was significant main effect of school location on students’ environmental practices, F(1,715) = 17.02, p< 0.05 partial 2 = 0.019 but there was no significant main effect of gender on students’ environmental practices, (F(1,715) = 1.17, p> 0.05. partial 2 = 0.002). Based on these findings, it is recommended that teachers should use an environmental responsible behaviour intervention programme in teaching environmental concepts in the classroom. To support this, group/teamwork should be encouraged amongst students. Students should be allowed to construct knowledge in order to bring about their active participation with a view to making learning realistic and effective and to enable the exhibition of environmentally friendly behaviour. , Thesis (PhD)(Education)-- University of Fort Hare, 2021
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Date Issued: 2021-09

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Factors in the school context that enhance resilience in high school learners from socio-economically challenged backgrounds

- Mzini, Yondela

Authors: Mzini, Yondela
Date: 2020
Subjects: Education, Secondary
Language: English
Type: Thesis , Masters , MSW
Identifier: http://hdl.handle.net/10948/46428 , vital:39586
Description: School is a rich source of information about the world, history, nature and its phenomena. Learning is an important part in young people lives and it begins at school. A young person can learn various subjects and facts in schools that would be life-long remembered. Schools can thus be regarded as an important instrument contributing to the positive development of young people.These young people are born into families and in addition to the school the family is regarded as the basic source of strength, nurturance and support for its individual members as well as ensuring stability and generational continuity. Families also play a key role in the development of young people. However, many families struggle with socio-economic issues like poverty, substance abuse and conflict amongst parents and caregivers. The focus of this study is on factors within the school environment that enhance the resilience of high school learnerswhere their experiences of the family’s less than ideal socio-economic situation and challenges create barriers to learning. Literature shows that the school is a place where learners spend the largest portion of their time per day. When learners leave homeforschool, they become the responsibility of the teacher. Teachers in high schools are thus challenged to facilitatereal support to vast number of learners who facedifficult issues in their personal lives. The researcher was interested to know what these young people regard as the factors in school that enhance their resilience despite difficult family circumstances. This study employed a qualitative research approach, embedded in an explorative anddescriptive research design.The sample of the study was drawn from young people who have successfully completed high school. A non-probability, volunteer sampling technique wasemployed to recruit ten young people. They were interviewed using semi-structured interviews. The research ethics such as voluntary participation, informed consent, confidentiality and principle of no harm to participants were adhered to. To ensure the trustworthiness of the data, the researcher observed aspects of credibility, transferability, dependability and conformability. The findings of the study couldcontribute to local knowledge and an increased understanding of aspects of the school that supportresilience-building for young people from challenging circumstances. Young people interviewed in the study came from backgrounds where they experienced various socio-economic challenges, they were able to reflect on strengths in their family systems, personal strengths and how it influences their choices. They also spoke about the positive role the school played in building their resilience and made valuable contributions about how the school can be responsive to students with varying strength-sets.
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Date Issued: 2020

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