Membership of environmental clubs impacts students' awareness and understanding of environmental problems, knowledge and connectedness to nature

Authors

DOI:

https://doi.org/10.5902/2236130869468

Keywords:

Connectedness, Environmental clubs, Knowledge, Nature

Abstract

The study examined the impact of environmental clubs on secondary schools’ students with the aim of determining students’ awareness of environmental problems, knowledge and connectedness to nature. It is a cross-sectional survey. A structured, self-administered questionnaire was used. Seven (7) public schools were randomly selected for this study. A total of 457 students of public schools who were both members (313) and non-members (144) of environmental conservation clubs were surveyed in Akure. Data were analyzed descriptively while the hypothesis was tested with independent- test and simple linear regression. Level of awareness of environmental problems among the students was higher with members of environmental conservation clubs having a higher level of awareness than non-members. It also revealed that the respondents’ knowledge about nature was low and were more knowledgeable on the latest method of biodiversity conservation (297 respondents), State bird of Nigeria (265 respondents), and what is biodiversity (255). Members of environmental conservation clubs also had higher knowledge about nature than non-members. The respondents’ connectedness to nature was very high, members of conservation clubs had higher levels of connectedness to nature than non-members. The study suggests that students’ membership of environmental clubs impacts positively on their awareness of environmental problems, knowledge and connectedness to nature. It is recommended that the role of environmental clubs is made more relevant within the curriculum so as to empower students’ with skills to promote more environmental awareness, knowledge and connectedness to nature.

Downloads

Download data is not yet available.

Author Biographies

Kehinde Oluwaseye Ogunjinmi, Federal University of Agriculture

Lecturer at the Department of Agricultural Extension and Rural Development, Federal University of Agriculture, Abeokuta

 

Adekunle Anthony Ogunjinmi, Federal University of Technology

Professor at the Department of Ecotourism and Wildlife Management,Federal University of Technology, Akure

 

Adebayo Abraham Adewumi, Osun State University

Senior Lecturer at Department of Wildlife and Ecotourism Management, Osun State University

 

 

Felicia Itunnu Wole-Alo, Federal University of Technology, Akure, Ondo State, Nigeria

Lecturer at the Department of Agricultural Extension and Communication, Federal University of Technology, Akure

 

Lynda Tayelolu Ogunode, Federal University of Technology

Graduate at the Department of Ecotourism and Wildlife Management, Federal University of Technology, Akure

 

References

ABRAHAM, A; PHILIP, N; JOSEPH B. “Soft Computing Models for Long Term Rainfall Forecasting”: In: 15th European Simulation Multi conference (ESM, August/September 2001), Modeling and Simulation 2000, Kerckhoffs, E.J.H. and M. Snorek (Eds.). Czech Republic, Prague, 2001, p.1044-1048.

ANUS, S. Test for Measuring the Knowledge in Biodiversity of Secondary School Students. International Journal of Innovative Research and Development, v. 3, n. 7, p. 66-74, 2014.

BURKE, A.M. Effects of exposure to environmental groups on student awareness of environmental issues and their desire to be locally involved. Applied Environmental Education & Communication, v. 16, n. 3, p. 157 – 170, 2017.

CRONBACH, LJ. Coefficient alpha and the internal structure of tests. Psychometrika, v. 16, n. 3, p. 297-334, 1951.

ERHABOR, N.I; DON, J.U. Impact of environmental education on the knowledge and attitude of students towards the environment. International Journal of Environmental and Science Education. v. 11, n. 12, p. 5367-5375, 2016.

GAKUO, J.M. Influence of environmental clubs on pupils’ environmental awareness: A study of primary schools in Mwea Division, Embu County, Kenya. MSc Thesis, Kenyatta University, Kenya. 2010, p.109.

GAMBRO, J.S; SWITZKY, H.N. A National Survey of High Schools Students’ Environmental Knowledge. The J. Environmental Education, v. 27, n. 3, p. 28-33, 1996.

HADZIGEORGIOU, Y. Fostering a sense of wonder in the science classroom. Research in Science Education. V. 42, p. 985-1005, 2012.

HART, R.A. Children’s Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care. London: Earthscan Publications Ltd, 1997, p. 220.

HARUN, R; HOCK, L.K; OTHMAN, F. Environmental Knowledge and Attitude among Students in Sabah, exploring Pathways to Sustainable Living in Malaysia: Solving the Current Environmental Issues. World Applied Sciences Journal, v. 14, p. 83-87, 2011.

IPBES. Summary for policymakers of the global assessment report on biodiversity and ecosystem services of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services. S. DÍAZ, J. SETTELE, E. S. BRONDÍZIO E.S., H. T. NGO, M. GUÈZE, J. AGARD,A. ARNETH, P. ALVANERA, K. A. BRAUMAN, S.H.M. BUTCHART, K. M. A. CHAN, L. A. GARIBALDI, K. ICHII, J. LIU, S.M. SUBRAMANIAN, G. F. MIDGLEY, P. MILOSLAVICH, Z. MOLNÁR, D. OBURA, A. PFAFF, S. POLASKY, A. PURVIS, J. RAZZAQUE, B. REYERS, R. ROY CHOWDHURY, Y. J. SHIN, I. J. VISSEREN- HAMAKERS, K. J. WILLIS, AND C. N. ZAYAS (eds.). IPBES Secretariat, Bonn, Germany. 2019, p. 56.

JOHNSON-PYNN, J.S; JOHNSON, L.R; KITYO, R, LUGUMYA, D. Students and Scientists Connect with Nature in Uganda, East Africa. International Journal of Environmental & Science Education, v. 9, p. 311-327, 2014.

KEITH, R.J; GIVEN, L.M; MARTIN, J.M; HOCHULI, D.F. Urban children’s connections to nature and environmental behaviours differ with age and gender. PLoS ONE, v. 16, n. 7, e0255421, 2021.

KIOKO, J; KIRINGE, J.W; WAHUNGU, G. Youth’s knowledge, attitudes and practices in wildlife and environmental conservation in Maasailand, Kenya. Southern African Journal of Environmental Education, v. 27, p. 91-101, 2010.

KIPRONO, W.K; MUTHAA, G.M; NJUE, E.K; MAGANA, A. Effectiveness of wildlife clubs of Kenya activities in promoting awareness and positive attitude towards wildlife conservation education. Journal of Education and Practice, v. 8, n. 29, p. 61-68, 2017.

LADDAWAN, K; JOAN, W. An environmental education development project for elementary and secondary school level: In Beaz et.al. The environment and science and technology education. Oxford, England: Pergamon Press, 1987, p. 55-78.

LARSON, L.R; CASTEBERRY, S.B; GREEN, G.T. Effects of an environmental education program on the environmental orientations of children from different gender, age and ethnic groups. Journal of Park and Recreation Administration, v. 28, p. 3, p. 95-113, 2010.

MAHARAJ-SHARMA, R. Awareness of and responsiveness to environmental issues: Views from Secondary School Students in Trinidad and Tobago. Caribbean Curriculum, v. 23, p. 79–97, 2015.

MAYER, F.S; FRANTZ, C.M. The connectedness to nature scale: a measure of individuals’ feeling in community with nature. Journal of Environmental Psychology, v. 24, p. 503-515, 2004.

MESERET, D. Promoting environmental awareness of youth through school environmental protection clubs: A case study in Debre Tabor University, Ethiopia. International Affairs and Global Strategy, v. 40, p. 14-20, 2016.

MURPHY, T.P. The Minnesota Report Card on Environmental Literacy. Minnesota Office of Environmental Assistance. Hamline University.Minnesota, US. 2002.

National Population Commission. Nigeria: State population. 2006. https://nigeria.opendataforafrica.org/ifpbxbd/state-population-2006. Access on: 12 Nov, 2021.

OBATA, O.O; AIGBOKHAN, E.I. Ethnobotanical Practices among the People of Oka-Akoko, Nigeria. Plant Archives, v. 12, n. 2, p. 627-638, 2012.

OGUNJINMI, .AA; OLUWATUYI, B.G; ONIYA, B.J. Determining Ecological Knowledge and Attitudes of Students: The Role of Personal Factors and School Exposure. International Journal of Conservation Science, v. 6, n. 3, p. 427-436, 2015.

ROGAYAN, D.V. JR. I Heart Nature: Perspectives of University Students on Environmental Stewardship. International Journal of Engineering, Science, and Technology, v. 1, n. 1, p. 10-16, 2019.

ROGAYAN, D.V. JR; NEBRIDA, E.E.D. Environmental awareness and practices of science students: Input for ecological management plan. International Electronic Journal of Environmental Education, v. 9, n. 2, p. 106-119, 2019.

SUNASSEE, A; BOKHOREE, C; PATRIZIO, A. Students’ empathy for the environment through eco-art place-based education: A review. Ecologies, v. 2, p. 214-247, 2021.

TOILI, W.W. Secondary School Students’ Participation in Environmental Action: Coercion or Dynamism? Eurasia Journal of Mathematics, Science & Technology Education, v. 3, n. 1, p. 51-69, 2007.

ULOCHA, N.O; EKOP, G. Nigeria: Geography. In: History and cultures of Nigeria up to AD 2000, OSUNTOKUN, A; AWORAWO, D; MASAJUWA, F. (Eds). Lagos, Nigeria, Frankad Publishers, 2002, p. 3-19.

Wisconsin Centre for Environmental Education. Environmental Survey. Wisconsin, Wisconsin Centre for Environmental Education, 1994, p. 15.

WWF. Living Planet Report 2020 - Bending the curve of biodiversity loss. ALMOND, R. E. A., GROOTEN M. AND PETERSEN, T. (Eds). Gland, Switzerland, WWF, 2020, p. 83.

Downloads

Published

2023-08-23

How to Cite

Ogunjinmi, K. O., Ogunjinmi, A. A., Adewumi, A. A., Wole-Alo, F. I., & Ogunode, L. T. (2023). Membership of environmental clubs impacts students’ awareness and understanding of environmental problems, knowledge and connectedness to nature. Monografias Ambientais, e69468. https://doi.org/10.5902/2236130869468

Issue

REMOA 2022

Section

ENVIRONMENTAL EDUCATIVE PRACTICES

License

Copyright (c) 2023 Kehinde Oluwaseye Ogunjinmi, Adekunle Anthony Ogunjinmi, Adebayo Abraham Adewumi, Felicia Itunnu Wole-Alo, Lynda Tayelolu Ogunode

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Declaration

Available here

Ethical guidelines for journal publication

The REMOA is committed to ensuring ethics in publication and quality of articles. 
Conformance to standards of ethical behavior is therefore expected of all parties involved: Authors, Editors, Reviewers, and the Publisher.

In particular, 

Authors: Authors should present an objective discussion of the significance of research work as well as sufficient detail and references to permit others to replicate the experiments. Fraudulent or knowingly inaccurate statements constitute unethical behavior and are unacceptable. Review articles should also be objective, comprehensive, and accurate accounts of the state of the art. The authors should ensure that their work is entirely original works, and if the work and/or words of others have been used, this has been appropriately acknowledged. Plagiarism in all its forms constitutes unethical publishing behavior and is unacceptable. Submitting the same manuscript to more than one journal concurrently constitutes unethical publishing behavior and is unacceptable. Authors should not submit articles describing essentially the same research to more than one journal. The corresponding author should ensure that there is a full consensus of all co-authors in approving the final version of the paper and its submission for publication.

Editors: Editors should evaluate manuscripts exclusively on the basis of their academic merit. An editor must not use unpublished information in the editor's own research without the express written consent of the author. Editors should take reasonable responsive measures when ethical complaints have been presented concerning a submitted manuscript or published paper.

Reviewers: Any manuscripts received for review must be treated as confidential documents. Privileged information or ideas obtained through peer review must be kept confidential and not used for personal advantage. Reviews should be conducted objectively, and observations should be formulated clearly with supporting arguments, so that authors can use them for improving the paper. Any selected referee who feels unqualified to review the research reported in a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process. Reviewers should not consider manuscripts in which they have conflicts of interest resulting from competitive, collaborative, or other relationships or connections with any of the authors, companies, or institutions connected to the papers.