EVALUATION OF STUDENT KNOWLEDGE ON CLIMATIC CHANGE AND ENVIRONMENTAL PRESERVATION IN SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1BACKGROUND OF THE STUDY 

A shift in the typical weather patterns constitutes climate change. According to Union of Concerned Scientists UCS (2019), climate change refers to any form of change in climate, regardless of whether it was caused naturally or by human activity. According to the Intergovernmental Panel on Climate Change (2021), climate change is defined as a change in the state of the climate that can be identified (for example, by using statistical tests) by changes in the mean and/or the variability of its properties and that persists for an extended period of time, typically decades or longer. They went on to state that the climate change may be the result of natural internal processes or external influences, or it could be the result of persistent human changes in the composition of the atmosphere or in land use. There is evidence that the average temperature of the planet rose by 0.60 degrees Celsius throughout the course of the 20th century, with the six warmest years happening between 1997 and 2017. (IPCC, 2017). This warming of the climate around the world has been linked to higher concentrations of carbon dioxide and other greenhouse gases in the atmosphere. These higher concentrations of carbon dioxide and other greenhouse gases in the atmosphere are predominantly the result of human activity, such as the burning of fossil fuels, land use, and deforestation.

As many scientists and authors have pointed out, the phenomena of climate change has substantial negative repercussions for the planet in the form of large fluctuations in regional temperatures, repeated droughts, extreme heat waves, windstorms, deadly floods, and so on.

The Intergovernmental Panel on Climate Change (IPCC) released its Fourth Assessment Report in 2017, which is considered to be the most persuasive assessment to date about the science behind climate change and its potential effects. This research came to the conclusion that the only way to halt climate change from causing harm to our natural environment that is irreversible and perhaps catastrophic is to take action immediately and continue doing so.

The Intergovernmental Panel on Climate Change (IPCC) noted that the effects of climate change will be felt in a variety of different ways, some of which are as follows: Increasing temperatures, droughts, and desertification; Heavy precipitation, flooding, and rising sea levels; and  Extreme weather events such as cyclones, floods, and droughts. They claim that such conditions can have an effect on dwindling water resources, leading to an increase in hunger as well as the spread of illnesses that are transmitted by water, such as diarrhoea, and by vectors, such as malaria. Floods and rising sea levels can cause severe mental and physical trauma, particularly for communities living in small island developing states, settlements along major river deltas, and low-lying coastal areas. Drowning, injuries, and severe mental and physical trauma can be caused by these natural disasters. Since there is evidence to suggest that developing countries, which are already struggling with social, economic, and environmental issues, will suffer the most from greater weather extremes and the increasing incidence of droughts and floods, therefor it is necessary to include this as a subject in the curriculum of secondary schools.

1.2   STATEMENT OF THE PROBLEM

In recent years, there has been a growing concern on a global scale regarding the study of climate change and other environmental-related issues. This can be easily attributed to the depletion of the ozone layer, which has had and continues to have economic, social, and political effects on countries all over the world. According to Eugene (2022), Nigeria is a developing nation, and a significant portion of its economy is dependent on natural resources that are susceptible to the consequences of climate change. As a result, Nigeria is very sensitive to the effects of climate change. Communities are impacted if these resources are threatened in any way. It is possible for whole groups to be driven to extinction as a result of the loss of their means of subsistence, their settlements, or illnesses. It is unclear if Nigerians are aware of what climate change is or the consequences it has on their country, despite the urgent nature of the repercussions of climate change. These consequences of climate change imply that there must be some intervention measures to battle the problem in order to address the implications of the scenario.

One of the possible techniques would be to raise people's consciousness about climate change in order to make them more aware of the impacts of the agricultural, economic, and industrial activities they participate in, as well as the effects such activities have on the environment. Incorporating discussions on the environment and the effects of climate change into the academic curriculum is yet another approach. According to Olorunfemi (2021), the most significant barrier is a lack of awareness and understanding. The Nigerian populace has to be educated and informed about climate change and the ways in which it might significantly alter our lives. Many people in Nigeria are hesitant to embrace the truth of climate change because they do not have enough information (awareness) and knowledge (education) regarding the subject of climate change. In light of this, there has been a campaign to increase public awareness, but the understanding of this subject matter among students in secondary schools in Abuja is the primary focus of this activity.

1.3 OBJECTIVE OF THE STUDY

The main purpose of the research is to examine student knowledge on climatic change and environmental preservation in secondary school. Other specific objectives includes:

i.          To investigate the general knowledge of student on concepts of climate change and environmental preservation.

ii.        To examine the extent at which the curriculum content of  Secondary School in Nigeria cover climate change.

iii.      To determine the level of climate change awareness among secondary students.

iv.       To establish whether student  knowledge and awareness on climate change is dependent on type of school they attend (public or private, urban or rural).

1.4RESEARCH QUESTIONS

The research is guided by the following questions posed in line with the research objectives:

i.          What is general knowledge of student on concepts of climate change and environmental preservation?

ii.        What is the extent which the curriculum content of  Secondary School in Nigeria cover climate change?

iii.      What is the the level of climate change awareness among secondary students?

iv.      Are  student  knowledge and awareness on climate change  dependent on type of school they attend (public or private, urban or rural)?

1.5 SIGNIFICANCE OF THE STUDY

Biology is a core subject. Studying biology enables man to understand himself and his environment. The knowledge of climate change and environmental pressurization is applicable to other disciplines such as medicine, agriculture, historical geographical and many more. The result of this work will invariably spur school authorities and teachers to improve on the use of instructional materials and various techniques of teaching hence bring about effective learning in students. The students will also learn better on the application of climate change and environmental preservation of their communiter to their day to day activities and its application in solve social and environmental problems. Communities will benefits the most because the students are a part of the community, the more competent and skill feel students the better communities. It will create the need for educational agendas such as curriculum planners, curriculum innovators and curriculum designers to plan effectively and give adequate coverage to environmental and climate change issues at secondary school level.

1.6SCOPE OF THE STUDY

The scope of the study borders on student knowledge on climatic change and environmental preservation in secondary school. This study will be delimited to some selected senior secondary schools in Abuja Municipal, Abuja.

1.7 LIMITATION OF STUDY

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering secondary school in in Abuja Municipal, Abuja. Thus findings of this study cannot be used for generalization for other secondary school in other states within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit, despite the constraint encountered during the  research, all factors were downplayed in other to give the best and make the research successful.

1.8 DEFINITION OF TERMS

Rural: Rural areas are the very undeveloped areas in the state, it could either be located within the urban setting or out skirt of  the urban settings. Rural in the sense of application in this study hinges mainly on the underdevelopment status of the areas.

Urban: This is an area of continuous urban development. Urban areas may be cites, town or combinations. Urban in the sense of application in their study hinges mainly on the well developed status of the area.

Gender: This is define as a set of characteristics that are seen to distinguish between male and female gender has several controversial definition but here refers to am individual inner sex or psychological sense of being a male or female irrespective of ones outer sex identity as determined by one’s sexual organs. There are two man gender masculine (male) feminine (female).

Climate change: This is a change in the average weather condition or change in the distribution of weather events with respect to an average e.g greater or fewer extreme weather event.

Environmental Preservation: This is define as the setting aside of natural resources to prevent damage caused by contact with humans or by human activities such are logging. Miming, hunting e.t only to replace them with new human activities such as tourism and recreation. 

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