AN EXAMINATION OF SECONDARY SCHOOL STUDENTS KNOWLEDGE AND ATTITUDE OF CLIMATE CHANGE

CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND OF THE STUDY

Climate is the most important element in determining worldwide patterns of vegetation shape, productivity, and the makeup of plant and animal species on a global scale. Climate refers to the average weather conditions in a location over a long period of time. While the weather might change in a matter of hours, climate change can take years to occur. The average weather for a given location over an extended period of time, according to Small and Nicholis (2003), is referred to as the climate. It is used to define the totality of all weather that occurs in a certain location over a lengthy period of time. Included in this are ordinary weather conditions, the usual weather season (winter/spring/summer/fall), and exceptional weather occurrences (such as tornadoes) (like tornadoes and floods). This variability in climate has a significant impact on the evolution of natural ecosystems, as well as the human economic and cultural systems that rely on them.

When we talk about climate change, we are talking about average seasonal change over a long period of time. Climate change, according to Igwe (2003), is defined as the fluctuation in global or regional climates across time. Changes in the atmosphere across time periods ranging from a few decades to thousands of years are seen in this graph. According to Nzewi (2009), climate change is defined as a demonstrable rise in the average temperature of the earth's atmosphere, seas, and landmasses over a period of time. Climate change, according to Ezeudu (2009), is defined as a long-term substantial shift in the average weather conditions that a certain area experiences. As indicated by Nwagu & Nzewi (2009), climate change is defined as a major shift in weather (including wind, precipitation, and temperature) over an extended period of time (over 100 years). As Udenyi (2010) pointed out, global climate change is simply a change in the climatic condition of the globe, and if the change is judged to be on the increasing line by scientists and other relevant authorities, it is referred to as climate change. In the context of this research, climate change is defined as a substantial and observable shift in the global temperature, which is assumed to be on the rise rather than the decline. The climate of the Earth is dynamic and constantly changing as a result of a natural cycle. In any case, what the world is most concerned about is the fact that the changes taking place now are happening faster than they were before due of human activity (Okebukola & Akpan 2009). In a similar vein, Uzochi (2009a) observed that humans have been altering their environment in significant ways ever since they learned how to hunt with weapons, domesticate animals, and farm crops. In addition, humans have modernized transportation and industrial systems, which allow for more convenient movement and manufacturing.

As a consequence of the excessive release of greenhouse gases (GHGs) into the atmosphere, these human activities have a negative influence on climate change. According to Sjoberg (2002), greenhouse gases are those gases that contribute to the greenhouse effect by collecting infrared light and releasing it into the atmosphere. Carbon dioxide, methane, chloroflorocarbon, water vapour, and nitrous oxide are some of the gases that are produced. According to Igwe (2003), a greenhouse gas is defined as a gas in the atmosphere that absorbs and emits radiation in the thermal infrared spectrum. As a result of this process, the greenhouse effect is a primary contributor. The greenhouse effect is the increase in temperature that the earth experiences as a result of certain gases in the atmosphere such as carbon dioxide, methane, water vapour, nitrous oxide, and chloroflorocarbon trapping and retaining more energy from the sun. This has resulted in the warming and changing of the global climate that we are currently experiencing.

Furthermore, the concentration of greenhouse gases in the atmosphere resulted in the depletion of the ozone layer in the atmosphere. The ozone layer, which is situated in the stratosphere, is a thin screen that protects the earth from the sun's ultraviolet rays. In addition, it shields earth's life from the sun's very damaging radiation. Beginning in the 1980s, scientists started to uncover evidence that the ozone layer was either disappearing or being depleted. In addition, the ozone depletion permits more ultra-violent radiation to reach the earth's surface, speeding up the pace at which the global climate is changing over time. As the pace of climate change continues to accelerate, it will have serious repercussions such as desertification, droughts, temperature rises, poor agricultural yields, drying up of water bodies, and floods, among other things. (2011); (Oruonye, 2011). Similarly, Igwebuike, Odoh, Ezeugwu, Okparaku, and Opkaraku (2009) itemized the consequences of climate change, which included melting of polar ice, which might result in a rise in sea level, as well as other factors. The rising sea level has the potential to produce flooding disasters (which can wash away farmland and crops, in addition to rendering the affected people homeless). According to Ekezie (2010), an increase in temperature as a result of climate change could result in drought, desertification, a decline in water table, the extinction of some plant and animal species, a decrease in crop yield, and the outbreak of climate-related diseases such as malaria and meningitis, among other things. According to the Intergovernmental Panel on Climate Change (IPCC, 2007), the repercussions of climate change might last for a longer period of time as a result of our continued release of greenhouse gases into the atmosphere. In light of the foregoing, Omotosho (2007), Ishaya & Obaja (2008), Anyadike (2009), and the United Nations Development Programme (UNDP, 2010) have argued that human continual perpetuation of acts that cause excessive emission of greenhouse gases, such as bush burning, indiscriminate cutting down of trees (deforestation), constant burning of fossil fuel, and other activities, is dependent on the extent to which they are aware that their activities contribute to climate change, among other

Awareness, according to Oragwam (2004), is a state of consciousness with a specific goal. The situation of being aware of and able to comprehend what is going on in one's environment, according to Chinedu (2008), is defined as awareness. Awareness is the condition or capacity to observe, experience, or be cognizant of events, objects, or sensory patterns. It is sometimes referred to as "consciousness." The concept of awareness refers to the concept of being aware of the presence of something. In accordance with the foregoing viewpoints, Wikipedia (2009) defines awareness as having knowledge of, understanding of, appreciation of, recognition of, attention to, perception of, conscious of, acquaintance with, enlightenment with, mindfulness of, cognizance of, or awareness of something in general. The awareness described by Belloti (2002) includes recognizing who is chatting with whom and providing a perspective of one another in one's everyday work environment; this is known as social awareness. In the context of this research, however, and in connection to the foregoing points of view, awareness involves comprehension and knowledge of the actions and events (such as climate change) that are taking place in one's immediate surroundings. This information and awareness had a significant impact on one's attitude toward such events (or events in one's surroundings) to a significant level.

According to Abini (2006), attitude is a learned propensity that may be acquired. Abini went on to explain that pupils' attitudes are formed via feelings of liking or disliking, or being favourable or unfavourable. Williams (2000) described attitude as a person's willingness to perform in a certain manner, which may be shown by their words, gestures, or facial expression. One's activity is bolstered by one's facial expression, the way one acts and shows his or her opinions about the subject matter, according to this viewpoint. The attitude of a person, according to Good (2001), is a state of mental and emotional preparedness to respond to stimuli that have been previously conditioned or connected with them As defined by Kent (2002), attitude is a mental and natural state of readiness that has been structured through experiences and that has a directive or dynamic impact on the individual's reactions to all objects and situations with which it comes into contact. To put it another way, according to the description above, attitude refers to the way a person feels or behaves toward a certain topic or situation. As a result, the term "climate change attitude" refers to the manner in which a person thinks and acts in relation to the subject of global climate change. It refers to the sentiments and worries that a person may have about climate change in general. Aiming to raise students' understanding of and attitudes concerning climate change in secondary schools, in response to the above talks has been attempted. Most secondary school subjects such as Geography, Chemistry, Physics, Biology, Agriculture and Social Studies were infused with climate and general environmental related content such as our environment, the physical environment, sanitation pollution, natural and manmade environmental hazards such as deforestation, population, the effects of industrial concentration, the composition of atmospheric gases, weather and climate, classification of climate, and the major climate types of the world, to name a few examples. Secondary school pupils in Nigeria can benefit greatly from these topics and materials, which will help them become more conscious of and accepting of climate change. For example, Ishaya and Obaja (2008) pointed out that secondary school teachers have been inculcating climate change content into their respective subjects in order to increase students' knowledge and attitudes about climate change while also influencing their attitudes in favor of resolving climate change problems. According to Againde (2006), schools are making an attempt to raise awareness about important environmental challenges such as climate change via classroom education and activities. Similar to this, Chinedu (2008) and Ofoebe (2009) both agreed that the curriculum material of most secondary school topics may be utilized to successfully raise awareness of environmental concerns and foster a constructive attitude toward resolving the environmental problems. According to preliminary findings, despite the efforts made via school curriculum to raise understanding and attitudes toward environmental challenges, notably climate change, the program does not seem to be accomplishing its objectives. Due to the fact that people (including those who went through the instructional program in school) appear to have continued perpetuating actions such as bush burning, deforestation, and the burning of fossil fuels such as gasoline, coal, and crude oil, all of which contribute to climate change, this is the case. However, it is important to highlight that, so long as human activities that contribute to climate change continue, the repercussions of climate change will continue to confront human beings on the planet. Consequently, it is necessary to establish the degree to which instructional delivery in schools via the use of an infusion technique has increased students' understanding of and attitudes regarding global warming.

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