Aquademia

Aquademia, 2020 - Volume 4 Issue 1, Article No: ep20013
https://doi.org/10.29333/aquademia/8224

Published Online: 30 Apr 2020

Views: 480 | Downloads: 305

The purpose of the study was to determine the influence of cognitive factors (knowledge and attitudes) on the practice of students towards the environment. In the study four research questions were raised and one was hypothesized. A quantitative research with descriptive approach was utilized in the study. The population of the study comprised of 15,116 students in senior secondary schools two in Benin metropolis, Nigeria (private, state and Federal Government owned secondary schools). The sample size for the study was 255 students selected using multi-stage sampling technique. The techniques used were clusters, convenience and systematic random sampling techniques. The instrument for the study was a modified questionnaire with standard items that has been used for previous student environmental related studies. It was discovered in the study that majority of the respondents had low knowledge of waste disposal, wildlife conservation and green energy but they had high knowledge toward pollution control. It was also seen that most of the respondents had positive attitude towards the environment but indicated that they engage in unfriendly environmental practices. However, a hierarchical multiple regression revealed that the respondents knowledge and attitude did not significantly predict their environmental practices. Based on the low knowledge and poor environmental practices of the respondents, it was recommended that environmental education should be given priority in Nigeria educational system because without an environmentally smarter next generation policy makers, entrepreneurs and consumers, environmentally sustainable practices will be obsolete or given little priority.

cognitive factors environmental practice environmental education Nigeria

• Anijah, O. F., Eneji, V. O., & Ubom, A. E. (2013). Environmental Education for Public Awareness: The role of educational administrators and planners. International journal of Sociology and Anthropology, 5(1), 12 -17. https://doi.org/10.5897/IJSA12.049
• Braimoh, V. C. (2015). Knowledge, Attitudes and Practices of Solid Waste Management among students of the University of Benin (Unpublished M.Ed. Thesis), Department of Health Safety and Environmental Education. University of Benin, Benin City.
• De groot, J., & Steg, L. (2005). General beliefs and the theory of planned behavior: the role of environmental concerns in the TPB. Journal of Applied Social Psychology, 37(8) 1817-1836. https://doi.org/10.1111/j.1559-1816.2007.00239.x
• Digby, C. L. (2010). An examination of the impact of non-formal and informal learning on adult environmental knowledge, attitudes, and behaviors (Unpublished EdD Dissertation). Minnesota: The University of Minnesota.
• Eilam, E., & Trop, T. (2010). Environmental attitudes and environmental behavior—which is the horse and which is the cart. Sustainability, 4, 2210-2246. https://doi.org/10.3390/su4092210
• Ernesto, D. L. (2004). Awareness, knowledge, and attitude about environmental education: responses from environmental specialists, high school instructors, students, and parents (Unpublished Ph.D Dissertation). Florida: University of Central Florida- Orlando.
• Gatersleben, B., Steg, L., & Vlek, C. (2002). Measurement and determinants of environmentally significant consumer behavior. Environment and Behavior, 34, 335-362. https://doi.org/10.1177/0013916502034003004
• Ishaya, S. I., & Abaje, I. B. (2008). Indigenous people’s perception on climate change and adaptation strategies in Jema, a local government area of Kaduna state, Nigeria. Journal of Geography and Regional Planning, 1(8), 138-143. Retrieved from http://www.academic-journals.org/JGRP
• Jia-nan, C. (2012). Contributions of Environmental NGO to Environmental Education in China. 2012 International Conference on Future Computer Supported Education. SciVerse ScienceDirect IERI Procedia, 2(2012), 901-906. https://doi.org/10.1016/j.ieri.2012.06.189
• Kaiser, F. G., Ranney, M., Hartig, T., & Bowler, P. A. (1999). Ecological behavior, environmental attitude, and feelings of responsibility for the environment. European psychologist, 4, 59-74. https://doi.org/10.1027//1016-9040.4.2.59
• Kaul, O. N. (2004). Impact knowledge - attitude - practice of staff training in Haryana community forestry project. Haryana Community Forestry Project, Panchkula.
• Kyburz-Graber, R., Hofer, K., & Wolfensberger, B. (2006). Studies on a socio-ecological approach to environmental education - a contribution to a critical position in the education for sustainable development discourse. Environmental Education Research, 12(1), 101-114. https://doi.org/10.1080/13504620500527840
• Shobeiri, S. (2005). A Comparative Study of Environmental Awareness and Attitude of Teachers and Students of Secondary Schools in India and Iran (PhD Thesis). Department of Education, University of Mysore, India.
• Singha, A. K. (2013). Assessing forest villager’ role perception and role performance behavior towards social development with forest resources in Assam. Journal Humanistic Ecology, 41(1), 77-82. https://doi.org/10.1080/09709274.2013.11906555
• Toili, W. W. (2007). Secondary School Students’ Participation in Environmental Action: Coercion or Dynamism? Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 51-69. https://doi.org/10.12973/ejmste/75374
• UNESCO (1999). Environmental Education and Training in Egypt, UNESCO, Paris.

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.