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CHAPTER I
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INTRODUCTION
Education is the deliberate and Systematic influence exerted by the mature person upon
the immature, through instruction, discipline and harmonious development of physical,
intellectual, aesthetic, Social and Spiritual Powers of the human being according to
their essential hierarchy, by and for the individual and social uses and directed towards
the union of the education with creator as the final end. The term environment issues is
used to describe, in the arrogate, all the external forces, influences and condition which
affect the life, nature, behavior and growth, development and maturity of living
organisams.
From the time of birth, the child’s personality is developed and shaped through various
agencies lie home, school and society.
Environmental Education is a process of recogni!ing values and clarifying concepts in
order to develop sills and added tools necessary to understand and appreciate the
interrelationship among man, his culture and his bio"physical surrounding. #t creates
and overall perspective, which acnowledges the fact that natural environment and
man made environment are interdependent. #t should consider the environmental and
man"made environment. #t should consider the environment in its totality and should be
a continuous lifelong process beginning at the pre"school level and continuing through
all stages. #t should be inter"disciplinary and examine ma$or environmental issues from
local, national and international points of view. #t should utili!e various educational
approaches to teach and learn about and from the environment with stress on practical
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activities and first hand experience. #t is through this process of education that people
can be sensiti!ed about the Environmental #ssues.
Environmental education is education through, about the for environment. #t is both
style and sub$ect matter of education. Style is concerned with an approach to education
while sub$ect matter of content is concerned with teaching about the components and
constituents of environment education is to improve all ecological relationship
including relationship of humanity with nature.
Environmental Education is a process of recogni!ing values and clarifying concepts in
order to develop sills and added tools necessary to understand and appreciate the inter
relationship among man, his culture and his bio"physical surrounding. #t creates an
overall perspective, which acnowledges the fact that natural environment in man"made
environment are interdependent. #t should consider the environment in its totality and
should be a continuous lifelong process beginning at the pre"school level and
continuing through all stages. #t should be interdisciplinary and examine ma$or
environmental issues from local, national and international points of view. #s should
utili!e various educational approaches to teach and learn about and from the
environment with stress on practical activities and first"hand experience. #t is through
this process of education that people can be sensiti!ed about the Environmental #ssues.
Every human being has the right of decent life, but today there are elements inenvironment that tend to militate against the attainment and en$oyment of such a life
The exacerbation of the pollution of environment can cause untold misery, unhappiness
and suffering to human beings. This is because of our lac of concern for the
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environment and the absence of sense of reasonability and ethics for sustaining a
balance eco"system.
%ost current environment of problems are essentially a result of people’s activities and
their attitude towards the environment. &ow environment education is the only
effective short and long term instrument to bring about only desired changes or
modification of attitude and behavior of individuals towards environment.
Environmental education is a learning process that increases students’ nowledge,
awareness about the environment ' associated challenges, develops the necessary
sills, foster attitude, commitment to tae decision and responsible actions. So
environment education must be integrated into the whole system of formal education at
various levels of school curriculum.
1.1 ENVIRONMENT
Environment means the surroundings, land water, air, plants, animals, solid wastes and
other things that are surrounding us constitute our environment. %an and environment
are closely intertwined with each other, to maintain a balance or e(uilibrium in nature.
)ifferent groups of people woring in different areas express it in various ways. *hen
physical scientists tal about environment they generally refer to the physical
environment that comprises the three inter locing systems the atmosphere, the
+ydrosphere and the ithosphere.
-iologists often refer to biological environment consisting of all living organisms of the
-iosphere Similarly social scientists refer to the social, cultural, economic and
organi!ational environment. +ence environment may be defined as the sum of all
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social, cultural, economical, biological, physical and chemical factors surrounding the
/man’ to given necessary protection to him.0
Two types of environment we may come across. 1ne is the natural environment of the
air, water, solid wastes, noise, radiation, soil, timber, wildlife and living space etc. The
second one is the man"made environment that deals with wor environment, housing,
technology, aesthetics, transportation, utilities, settlement, urbani!ation and so on.
These environmental components are considered as the resources and are mostly
exploited and utili!ed by the men to fulfill their basic physical needs. They can be
considered as the fellow members of the global eco"system These provide the basis for
a sense of purpose of life to them.
Thus, man is firmly placed as an important part of the global ecosystem, which
depends on him much as her depends on it. +ence, there is a close relationship between
man and environment.
1.2 ENVIRONMENTAL EDUCATION
Environmental education 2EE3 refers to organi!ed efforts to teach about how natural
environment function and particularly, how human being can manage their behavior
and ecosystem in order to live sustainably. The term is often used to imply education
within the school system, from primary to post secondary. +owever, it is sometimes
used more broadly to include all efforts to educate the public and other audiences,
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including print materials, websites, media campaigns, etc. related disciplines include
outdoor education and experiential education.
Environmental education is a learning process that increases people’s nowledge and
awareness about the environment and associated challenges, develops the necessary
sills and fosters, attitudes motivation, and commitments to mae informed decision
and tae responsible action 24&ES51, Thilisi )eclaration, 67893
5entre for environmental education was established in :ugust 679; as a centre of
excellence supported by the ministry of environment and forests, <overnment of #ndia,
5EF, a national institution with head(uarter in :hmedabad has a mandate to promote
environmental awareness nationwide.
1.3 OBJECTIVES OF ENVIRONMENT EDUCATION
• )evelopment of educational teaching materials and aids in the formal education sector.
• To encourage non"government organi!ations, mass media and other concerned
organi!ation for promotion awareness among the people at all levels.
• To promote environment education through existing educational=scientific= research
institutions.
• To ensure training and manpower development in environment education and to
mobili!e people awareness for the preservation and conservation of environment.
1.4 ENVIRONMENTAL POLICIES AND DECLARATION
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Public education and nowledge about the environment are the ey factors in any
attempt to maintain a proper balance and ensure substable development >ecogni!ing
the potential of Environment Education as an effective instrument in preventing
environmental crises and as an essential elements of sustainable development, #ndia
Environmental Society has been engaged in spreading Environmental nowledge and
:wareness from the very beginning. #ES has undertaen a few new pro$ects on
Environmental Educational and is also continuing with some of the ongoing
programmes.
• Supreme 5ourt on ??.66.6776 directed the state and other authorities to create
environmental awareness among the students through the medium of education and
ordered it to be strictly implemented under the supervision of the state authorities.
&5E>T was directed to prepare a model syllabus to be taught at different grades
providing for environmental awareness. The ob$ective of the environmental education
is to enlighten the public, particularly students about the importance of protection and
conservation of our environment and the need to restrain human activities which lead to
indiscriminate release of pollutant into the environment. The Supreme 5ourt $udgment
' %.5. %ehta @s 4nion of #ndia case re(uires that the <overnment of #ndia and all the
State <overnments should include Environmental Education in the curriculum of
school and college. The ruling comes into effect from ?AA; and all educational
institutions are re(uired to introduce environmental studies. :ccording to -elgrade
5harter 2678B3 the aim of environmental education is to develop an citi!enry which is
aware of and concerned about the total environment and its associated problems and
that has the nowledge of attitudes, motivation commitment and the sills to wor
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individually and collectively towards solutions of current problem and prevention of the
new ones.0
• The &ational Policy on Education 2679C3 stated that protection of the environment is a
value, which must form an integral part of curriculum at all stages of education,
according to ouis @ernal D The %inistry of Environment and Forest has formulated
the policy to create awareness among all section of society through national
environment awareness campaigns, setting up of paryavaran @ahinsis, eco"clubs,
production of audiovisual and print materials, exhibitions etc. %any &on"<overnment
organi!ations, educational organi!ations and social organi!ations are actively involved
in these programmes through padayatras, rallies, public meetings, exhibitions, flo
dances, street plays, seminar and competitions etc.
1.5 CONSTITUTIONAL PROVISIONS IN ENVIRONM-
ENTAL ISSUES
*ithin five years of the Stocholm 5onference, #ndia amended its constitution as a
constitutional obligation, :rticle ;9: lays down
The state shall endeavor to protect and improve the environment and to safeguard the
forest and wildlife of the country.0
#t shall be the duty of every citi!en of #ndia to protect and improve the natural
environment including forests, laes, river and wildlife and to have compassion for
living creatures.0
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Soon after the Stocholm conference, #ndia setup a &ational 5ommittee on
Environment Planning and 5oordination 2&5EP53. This committee was concerned
with issues relating to appraisal of development pro$ects, human settlements planning.
Survey of eco"system, lie wetland and spread of environment education. #n 679A,
<overnment of #ndia appointed Tiwari 5ommittee to mae recommendation on
environmental issues. The committee recommended the following
• 5omprehensive reviews and reformation of some 5entral and State :cts 2such as the
#nsecticides :ct, 67C93, the *ater 2Prevention and 5ontrol of Pollution3 :ct, 678; and
the forest :ct, 267?83.
• &ew egislation for areas of action not covered by the present laws 2such as those
concerning toxic substances.
• The introduction of Environmental Protection0 in the 5oncurrent ist of the Seventh
Schedule.
The committee recommended for the establishment of separate )epartment of
Environment. :ccepting the recommendations, )epartment of Environment was set up
on &ovember 6, 679A by the government, assigning it the following functions
• To act as nodal agency for environmental protection and eco"development in the
country.
• To carry out environmental appraisal of development pro$ect through other
ministries=agencies as well as directly.
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• To have administrative responsibility for
• Pollution monitoring and regulation.
• 5onservation of critical eco"system designated as -iosphere >eserves.
• 5onservation of marine eco"system.
The &5EP5 was replaced by a &ational 5ommittee on Environment Planning with the
following functions
• Preparation of an annual State of Environment >eport0 for the country.
• Establishing an Environmental #nformation and 5ommunication System to
propagate environmental awareness through and 5ommunication system to
propagate environmental awareness through the mass media.
• To sponsor environmental research.
:rranging public hearings or conferences on issues of environmental concerns.
Environmental protection Enactments and Environment Protection :ct, 679C :t the
Stocholm 5onferences, the then Prime %inister, %rs. #ndira <andhi said G.extreme
from in which (uestions of population or environmental pollution are posed, obscure
the total view of political, economics and social situationsG.. it is said that in countryafter country, progress should become synonymous with an assault on natureGG
:mong the rest of maing, we in #ndia D inspire of :shoa have been guilty of wanton
disregard for the courses of our sustenance.0
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#ndia also embared on several legisintive measures for the protection of environment
and for minting ecological balance. The water :ir 2Prevention and 5ontrol of Pollution3
:ct. 6796. These enactinents were amended from time to time to mae them more
effective.
:nother significant step was setting up of independent %inistry of Environment and
Forest at the 5entral <overnment evel in 679B. Till 679A’s emphasis seems to have
been chiefly to prevent and control pollution. #n 679C the <overnment of #ndia passed a
comprehensive Environment Protection , :ct. 679C as an after math of -hopal tragedy
of 679; to cover many aspect other than prevention and control of pollution given
below. The Environment Protection :ct. 2679C3 was passed for the protection of
substances, speedy response in the event of accidents threatening environment and
deferent punishment to those who endanger human environment, safety and health.
The seventh plan lay down well defined strategy for environment protection. This
strategy is the result of reali!ation that environment and natural resources represent the
most fundamental building bloc for natural development and social well being. The
main components in this regard to environment protection are
• Pollution monitoring and control
• Environmental impact assessment
• >esource 5onservation
• Eco"development
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• Environmental >esearch promotion.
• Environmental education, training and awareness.
• Environmental information
• 5o"ordination and liaison with State government=4nion Territories
• Environment policy and law.
• #nternational co"operation.
• Strengthening of the organi!ation structure.
Eighth year plan further strengthened the Environmental policies. #n the Eight plan
allocation of funds for the protection of environment were increased and a state wise
allocation was formulated.
The <overnment of #ndia set up a cell to ensure effective implementation of anti"
pollution measures and measures for protection of environment. #ndia embared in a
big way in the direction of protection of environment in launching new programmes.
&oteworthy are the pro$ect for cleaning of <anga and Hamuna #ndia has embared on
the pro$ect of forestation. #ndia became signatory to Earth Summit 677?.
1.6 WORLD ENVIRONMENT DAY
*orld Environment )ay 2*E)3 is celebrated every year on Bth Iune to raise global
awareness of the need to tae positive environment action. #t is run by the 4nited
&ations Environment Programme 24&EP3. #t was the day that united &ations
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5onference on the +uman Environment began. The united &ations 5onference on the
+uman Environment was for B"6C Iune 678?. #t was established by the 4nited &ations
<eneral :ssembly in 678?. *orld Environment day is hosted every year by a different
city with a different theme and is commemorated with an international exposition in the
wee of B Iune. Stocholm was with a doubt the land mar event in the growth of
#nternational environmentalism.0 *rites Iohn %c5ormic in the boo >eclaiming J
Paradise. #t was the first occasion on which the political social and economic problems
of the global environment were discussed at an intergovernmental forum with a view to
actually taing corrective action.0
1.7 MEASURES TAEN BY INDIA !OVERNMENT TO
CHEC ENVIRONMENTAL POLLUTION
6. E"#$%&"'(") C&*%)+ Special 5ourts are being set up to ensure speedy $ustice of the
poor against factories that pollute the Environment.
?. E"#$%&"'(") F%$(", P%&,*/) The government is setting stringent standards for all
products in the maret. Those, which meet these standards of production and
performance will be given the label of excellence lie #S# mar.
K. U"(0,$" & P()%& >efineries are being persuaded to mae their petrol load free.
#ndia Petrol has the highest lead content, which creates ma$or pollution through
automobiles.
;. B0" &" H0%'* P(+)$/$,(+ Eight 5hemical pesticides, of which ))T, -+5
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:ldrinand %arathion are the main culprits have been isolated. These are now plans to
replace with safe bio"pesticides.
B. N0)$&"0 W0+)( M0"0('(") C&*"/$ The main tas is to convert ;A million tones of
fly"ash, that lie as a mountain near thermal power plants into brics, city garbage into
energy and sewage into fertili!er.
C. P*$/ L$0$$) I"+*%0"/( This maes it mandatory for all companies to tae out a
public liability insurance to be paid in ;9 hours.
8. P&*)$&" M&)&% V($/(+ :nti"pollution measures against motor vehicles are being
strictly enforced. @ehicles not adhering to the standards prescribed are fined heavily
and may even be ased to be off the road.
9. H&)( N(0% S(0 S&%( :ction has been taen against a large number of hotels which
encroach beaches in fragrant violation of laws.
7. N0)$&"0 R$#(% A/)$&" P0" The proposal is to set up a &ational river authority which
will plan policy for water use and waste management at the national level.
6A. S&0% E"(% C&''$++$&" Since the energy sector is the ma$or polluter, the idea is to
create decentrali!ed energy at the village level, instead of multiplying the mainstream
producer.
66. &o Smoing in Public Places. The )elhi government has taen has a lead in this
direction.
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1. ENVIRONMENTAL PROBLEMS
:n Environmental problem arises whenever there is a change in the (uality or (uantity
of any environmental factor which directly or indirectly affects the health and well
being of man in an adverse manner. Environmental problem can be studied from two
different viewpoints. 1ne is simply to loo for adverse effect with regard to their origin
in order to detect rends that call for further investigation the other is to try to understand
the cause and effect relationship. *hich mae better prediction and proper management
possible.
-oth natural and man"made laes have suffered from cutrophication. #n laes receiving
nitrogen and phosphorus compounds and other agricultural fertili!ers, unprecedented
blooms of algae have occurred. The algae them seven can spoil water (uality and
recreational conditions. *hen they dies and decay, the oxygen demand may exceed the
supply with resultant fish ills. The average oxygen content of some fresh water bodies
has decreased very maredly in historic time. The effects of added nutrients on marine
life are not well nown but there may be particularly important synergistic effects, for
example, if the oxidation of oil in the sea is biologically controlled. Fertili!ation of the
seas may enhance the production of directly economically valuable species. -ecause
eutrophication is primarily a local problem, it has not been included in the global
environment monitoring system.
The availability to man of freshwater of high (uality is becoming an acute problem is
many countries. *ater re(uirements countinue to increases with the growth of
populations and living standards and the expansion of agriculture and industry. *ater is
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needed for power generation irrigation, navigation and community water supply. 1ften
it is drawn from international rivers or laes and in many instances international co"
oepation is neede in the allocation of water and technical aspects of water resource
development pro$ects. The availability of ground water is most often a local problem
but it has international implications in relation to the general effect which a depletion of
ground water may have within a larger region.
:lthough natural disasters constitute a very important environmental problem. #t is not
pertinent to include a programme directly related to natural disaster monitoring or
warming within the global environmental monitoring system. #t is appropriate however,
that the system should provide assistance in reporting phenomena that relate to natural
disasters.
%ost current environment are essentiality a result of people’s activities and their
attitude towards the environment. &ow environment education is the only effective
short and long term instrument to bring about only desired changes or modification of
attitude and behavior of individuals toward environment. Environmental education is a
learning process that increases students nowledge awareness about the environment '
associated challenges, develops the necessary sills, forester altitude commitment to
tae decisions and responsible actions, So environmental education must be integrated
into the whole system of formal education at various levels of school curriculum. :
central feature of many program is finding solutions to environmental problems,
because these problems typically affect a number of parties, there are often conflicting
demands for solutions.
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:d$usting the relationship between humans and nature is one of the most fundamental
issue we face and must deal with today. *ith the increasing deterioration of ecological
system on which human being rely and the aggravation of the environmental crisis,
human beings have reali!ed that we cannot relay on economic and $udicial method
alone to solve the problems of environmental pollution and ecological imbalances, we
must also appeal to human being limitless internal ethical resources. 1nly after we
have adopted an appropriate attitude towards nature and have established a new ethical
relationship between human beings and nature will we be able to love and respect
nature automatically as well as conscientiously and only with the guidance of such loveas respect can we successfully deal with the issues of environmental pollution and
ecological imbalances.
1. JUSTIFICATION OF THE STUDY
1ver recent decades, global problems relating to degradation of natural resource and
pollution have increase dreamily. &atural resources are depleted of river areas, soil
depletion and loss of biodiversity, are some of the problem that have become a ma$or
concern. :ir and water pollution have reached such levels that have already resulted in
serious health problems, as well as negative impact on the environment, and inevitably
including prospects for long term economic growth. :wareness is essential to solve
these problems. 1n the other hand, without a positive attitude towards environmental
education as sub$ect, our Secondary school will not be able to motivate our future
generation to tae environment related problems as challenge. That’s why the present
venture had been made in this direction to study the environmental awareness and
attitude of Secondary School Students towards Environmental #ssues.
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1.18 STATEMENT OF THE TOPIC
A STUDY OF ATTITUDE OF SECONDARY SCHOOL STUDENTS TOWARDS
ENVIRONMENTAL ISSUES.
1.11 OPERATIONAL DEFINITION OF THE TERM USED
A))$)*,(
• :ttitude denotes the sum total of man’s inclination and feels, pre$udice biosphere
conceived, notion, ideas, fears threat about any specific topic.0
• :n :ttitude can be defined as a enduring organi!ation of motivational emotional,
perceptual and cognitive process with respect to some aspect to the individuals world0
S(/&",0% S/&& S)*,(")+
6. : Secondary School is a school which provides Secondary Education, between the
ages of 66 and 6C or 66 and 69 after primary school and before higher education.
?. #n #ndia high school is a grade of education from Standards is #L to L standards #&
and L are also called Secondary school usually students from ages 6; to 68 study in
this section
E"#$%&"'(")0 I++*(+
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6. Environmental #ssues are harmful effects of human activity on the biophysical
environment. Environmentalism is a social and environmental movement addressed
Environmental #ssues through advocacy education and activism.
?. Environmental #ssues are defined as problems with the planetMs system 2air, water,
soil etc.3, that have developed as a result of human interference or mistreatment of
humans.
1.12 OBJECTIVES OF THE STUDY
6. To study the attitude of Secondary School Students towards Environmental #ssues.
?. To study the attitude of rural ' urban secondary schools students towards
Environmental #ssue.
K. To study the attitude of male ' female secondary school students towards
environmental issues.
1.13 HYPOTHESES OF THE STUDY
6. Secondary school students will have positive attitude towards environmental issue.
?. There will no significant difference between the attitude of rural ' urban secondary
school students towards environment issue.
K. There will be no significant difference between the attitude of male and female
secondary school students towards environmental issue.
1.14 ELIMITATIONS OF THE STUDY
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6. The study is delimited to the only one district of +aryana named Hamunanagar.
?. : Sample of 6AA students is taen for the present study.
K. Study is delimited to the Secondary School Students.
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CHAPTER II
REVIEW OF LITERATURE
The survey of related literature plays a vital role in the field of research. #t is lie light
house in the sea, which guides the path of the sailing ships. *ithout reviewing the
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related literature, it is very difficult to select a problem. #t is critical aspect in the
planning of a new study. >eviewing the related literature is a time consuming, process
but is very essential. #t is always helpful for an investigator to study the literature to the
problem, which he=she is going to study. The study of the related literature gives certain
guidance regarding what are the sources of illumination for an investigator in avoiding
duplication of wor, but it also provides the nowledge regarding the research method,
techni(ues, devices used for data collection and drawing conclusion. #t helps to
understand how data should he analy!ed (ualitatively and (uantitatively and how
generali!ation should be given.
B(+)9 J.M. :2885; writes that a familiarity with area helps the students to discover what
is already nown and problem remain to be solved. So, in the way whole study of doing
research becomes clear through related literature.
2.1 IMPORTANCE OF LITERATURE REVIEW
The literature in any field forms the foundation upon which all future wor will suit
2*alter, >. -ory3.
• The literature review performs a number of important functions
• #t demonstrates to a Ph.). committee that the student has read a large amount of
statistical literature to prove that the student is aware of the wide range 1f research #n
theory and methodology related to the proposed research topic.
• #t provides proof to a Ph.). committee that the student has an deep
undeistandiny 2tithe published statistical research related to the topic of the dissertation.22
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• #t should convince the Ph.). committee that the student can communicate this
understanding of the statistical literature and its relationship to the proposed research.
•
#t should support the originally and relevance for the Ph.). research problem.
• This is done by identifying specific gaps in the statistical literature. That is, the
student identities statistical (uestions that not been answered and problems that have
not been solved.
• -y identifying gaps in the statistical literature, the student can $ustify he
originality of the proposed dissertation research. The originality can be an extension of
research that has been published or a modification of existing methodology or theory
that can be used to performs the Ph.). research.
• #n the proposal you will emphasi!e or stress the originality of the dissertation,
without a good literature review, you cannot convince you committee that the proposed
research is original.
• : dissertation may be unacceptable be caused the Ph.). student does not clearly
show that the research problem is original due to a poor literature review.
• >emember the literature >eview is more than a summary of publication. #t
provides evidence that you research will be an original and relevant contribution to
statistics.
• : literature review in a proposal is usually, ?A pages. #t should be enough to
convince you committee that you have thoroughly explored the research topic.
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• Hou dissertation is a substantial and lengthy piece of professional wor that
must satisfy a number of academic re(uirements. The literature review is not of these
important academic re(uirements.
2.2 STUDIES RELATED TO ENVIRONMENTAL ISSUES
)etails of the review of related literature for the present study has been given below
A0%#0 :1; reported that the tremendous advancement of industriali!ation resulted
into economic development and had also continuously degraded the human
environment, further, urbani!ation, over"population and provery also intensified the
problem.
P0'(% 0", *%* :2888; compared young students 2age 66 and 6? year3 with
different levels of outdoor experience. They found a strong and clearly definable
positive relationship to nature in those students with outdoor experiences, along with
better social behavior and higher moral $udgment. They also developed self confidence
and a feeling of safety in outdoor activities, nowledge, action sill, and responsible
environmental issues were limited in this study due to the age factor.
R(0, 0", P&"%0/< :2888; studied public education and awareness rising in 4N and
concluded that several techni(ues have been commonly used in Europe and &orth
:merica to try to motivate residents to participate in all form of waste management.
R&#$%0 :2888; presented an evaluation of students and parents, which concluded that
tramission of environmental consciousness to families through students might be
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doubtful since environmental issues is influenced by social factors such a social
position, age, and level of education.
$,,(%9 M$%=9 0", L&(+ :2882; conducted an extensive study of the values and ethics
of the students an faculty at the %aricopa community college, located in Tempe
:ri!ona. This comprehensive study examined every angle of ethics, that demographics
affect the importance placed on different value, and that individual turned most of
personal experience, family, and religion as sources of their ethical opinion.
V$0/&%)09 &(+)"(%9 0", L(=(+ :2883; developed the %ovitation Towards the
Environment Scale 2%TES3. They found that individuals were more liely to engage in
autonous environmental behaviors if their parents had shown an interest in their
developing attitudes about the environment, their peers supported their freedom to
mae decisions about the environment, and if they had concern for their community.
S$" :2885; studied the scientific phenomenon between holistic education and
environmental awareness. &one of those nobody had tried to conduct the study related
to environmental issued among higher secondary schools and some educational factors
affecting it.
B*,0 (). A. :2885; did a comparative study on level of environmental awareness
among boys and girls and observed that male students were more reluctant to
environmental issue is that female students.
S(%$ :2886; studied students, awareness of environmental issues and problems at
Selcu 4iversity, Turey as the result of the study global warming 2?8.8;O3 is seen as
the most important environmental problem in the world.
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F%(*,("*% :2886; conducted a study on Environmental issues, )isproportionality,
and the double )iversion >eaching out, reaching ahead and reaching beyond. >ather
than seeing ivory"tower isolation, members of the >ural sociological society have
always than seeing ivory"tower isolation, members of the >ural Sociological Society
have always been distinguished by a willingness to wor with specialists from a broad
range of disciplines, and to wor on some of the world’s most challenging problems,
what is less commonly recogni!ed is that the willingness to reach beyond disciplinary
boundaries can contribute not $ust to the solution of real"world problems, but also to the
advancement of the discipline, itself. This point in increasingly being illustrated instudies of environment"society relationships. %ost past discussion of humans’ roles in
environmental problems have focused on overall or average human impacts, but rural
sociologists have played leading roles in identifying what # have come to call /the
double diversion.0 First rather than being well represented by averages, environmental
damages are often characteri!ed by high levels of environmental right and resources to
a surprisingly small fraction of the relevant social actors. The disproportionality appears
to be made possible in part through the second diversion, namely must0 be for the
benefit of us all, there are good reason why rural sociologist would have been among
the first to notice both of these diversion0 and why they will give even greather
attention to both in the future.
O>($"$9 A'0,9 H&*%$ :2886; conducted a study on factor affecting environmental
nowledge and attitudes among ebanese 5ollege students. This exploratory study
aimed at assessing the variables that should positively affect the nowledge and attitude
of a group of ebanese college students regarding the environment, namely such factors
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as gender, age, previous hiing experience and living abroad. : purposeful sample of
students attending the ebanese :merician 4niversity, as ased to fill out a
(uestionnaire that assesses four ma$or domanin related to attitudes toward the
environmental concern, nowledge and experience, fre(uency of hiing with all
dependent variables and marginally with concern, and gender marginally with
willingness to act, actual behavior and experience in favour of males. The independent
variable of gender, living abroad and ma$or yielded the most significant correlations
with the dependent variable of experience with the environment. The strongest
correlations were found between the pairs of females living abroad and environment.:ge consistently showed no correlation with any of the measured variables. :s for
hiing experience, a surprising trend emerged. Those with more hiing reported less
experience with the environment, implication and recommendations based on the
findings are discussed.
R&*)9 0", A0%>0 :2886; studied on Environmental :warenes and Environmental
attitude of students at +igh School evel. 1b$ectives of this study were 6. To determine
the difference between the students of high school level belonging to science and non"
science stream in terms of their environmental awareness and environmental attitude. ?.
To determine the sex difference in the students of high school level in terms of their
environmental awareness and environmental attitude. Finding 6. The female students
of science stream have more environmental awareness and environmental attitudes
than that of male students of science stream. ?. The female students of non"science
stream have more environmental awareness and environmental attitude than that of
male students of non"science stream. K. The female students belong to rural bacground
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have more environmental awareness and environmental attitude than that of male
students urban bacground. B. Students belonging to urban bacground are
comparatively better in terms of their environmental awareness and environmental
attitude as compare to students belonging to rural bacground. This difference is due to
the difference in the educational level of the parents of urban and rural students and
approach of media is also important factor.
S/$'$,) :2887; studied the role of environmental issues on school students. The
findings suggest a need for stressing the importance of environmental issues in an
educational setting in order to benefit both student nowledge and future welfare of the
greater population.
*'0% 0", P0)$ :2887; studied influence of Environmental Education of
Environmental attitude of the post"graduate students. This study attempt to explore the
impact of environmental education pollution on the postgraduate students attitude
toward environmental pollution which has become a world wide problem.
P((% :2887; focused on first year students in #sraeli teacher training colleges and found
pre service teaching student to have limited environmental nowledge as well as a
positive relationship between students environmental nowledge=attitude and the
educational level of mothers.
M&"00"9 $' 0", L(+( :288; studied the topic addressing barriers to ecological
literacy. 5apra defines ecological literacy as understanding the basic principales of
ecology and being able to embody them in daily life.0 >oth describes ecological
literacy as the capacity to received and interpret the relative health of environmental
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systems and to tae appropriate action to maintain, restore or improve the health of
those system.0
V&= :288; conducted a study on a <lobal village is a small world. #n this abstract
gifted students often show interest in complex social and environmental issues and a
heightened sensitivity to global problems and this capacity for moral responsibility and
leadership of this interconnected world should be developed to its full potential.
C0#+9 B((" 0", P$"0% :288; viewed on Turish students on Environmental
5hallenges with respect to gender. This paper examined +igh School Students attitudes
towards the environmental and their interest in learning about environmental protection
with respect to gender. The finding of this study revealed that 6. Turish students have
fourable attitudes toward environmental issues. ? Students are eager to find solutions to
environmental problems and shows optimistic trends about the future. K.students
interest in learning about environmental protection issues are moderate level and ;.
Statically significant differences were found.
A"$)+09 A"$)+0 0", E'&%( :288; argued that academic dishonesty can be positively
correlated to unethical behavior in the wor environment. These researcher explored
whether students perceive active and passive academic dishonesty as two separate
ideas.
M0,0#$ :288; investigated the impact of the following sources on helping
individuals develop business ethical attitudes parents or siblings, spouse or partner,
college or university, religious organi!ations, supervisor, and mentors.
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B&&,&&, () 0. :2818; study suggested that ethics education can have a negative
impact on students who score high on %achiavellianism.
S*%,("9 S0")0",%(* 0", S*%,("?+ :2818; concluded that students’ perception of
ethics change over time and is also positively influenced by ethics education. Their
study focused on two popular ethical theories ethical egoism and utilitarianism. To
illustrate, when an individual chooses an outcome with the greatest personal gain, lie
the :#< executive who accepted bonuses, she is acting in accordance with the ethical
egoism theory, on the other hand, when an individual chooses an outcome resulting in
the greatest good for the greatest number of people, she is acting in accordance with the
utilitarianism theory.
E+0 :2818; studied Environmental Nnowledge, :ttitude and Practices of Student
Teachers. *ithin this decade of Education for Sustainable )evelopment 2ES)3,
educational institutions need to increase their efforts to educate their students for a
sustainable future. Teachers are most influential in educating children and teenagers to
be leaders of tomorrow in protecting the environment. Thus, aspiring teacher should
demonstrate pro"environmental behavior and attitudes if they are to integrate ES)
effectively in their teaching upon graduation. They should also have good nowledge
about he environment to ensure effective delivery. +owever, previous studies show that
many students and teachers lac sufficient environmental nowledge but demonstrate
positive attitudes towards the environment. This lac of nowledge is believed to
contribute to the lac of pro"environmental behaviors among them. This study is a
survey of the environmental nowledge, attitude and practices of pre"service secondary
teachers enrolled in an undergraduate -iology Teaching method course. The results
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suggest the readiness of these teachers to reali!ed the goal of integrating ES) in the
teacher of biology in schools >esults also indicate the need for more concerted effort in
teacher education to prepare them for their role in educating for an about the
environment.
@(/0 :2818; studied on a increasingly popular idea geo caching in combination with
environmental education. The author will loo at possible way in which geo caching
can be optimally used within environmental education. #n the theoretical part, the
author first defines environmental education and then examines the current discussion
at the interface of geo"caching and environmental education. 1ut of the theoretical
part, the following (uestions arise. *hich specific characteristic of a geo"caching route
might be useful for environmental educationJ *hat are the specific characteristics of a
cache which might be suitable for environmental education J to answer these (uestions,
the author used a (ualitative interview study. #n the findings section. The results of the
interviews will be presented. Some of the different opportunities to use geochaching
within the realm of environmental education will be discussed. Finally, the author will
present some ideas on how investigations in this area might progress in future.
A=0(%9 I%$+9 T0 0", T0$ :2811; Studieded Environmental Pro$ects of Iewish and
:rab Houth in #srael The :dult eaders @iews, Socio"Environmental pro$ects
involving :rab and Iewish youth in #srael are uncommon. #n this study, we interviewed
6C adult leaders of two pro$ects that were carried out in the <alilee in northern #srael, to
better understand the views of the leaders and their motives. The two pro$ects focused
on mutual environmental issues and dealt with social, cultural, and political aspects
with respect to the environmental context. The percipient were teachers and principals
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of the students who participated in the pro$ect and focused on mutual environmental
issues and dealt with social, cultural and political aspects with respect to the
environmental context. The participants were teachers and principals of the students
who participated in the pro$ect and facilitators of two environmental organi!ations. *e
found diverse views with respects to environmental, local environmental issues, and
possible solutions. The :rab adults expressed stronger attachment to the local
environment than the Iewish ones. The ma$or pro$ects goals according to the leaders
included 2improving3 nowledge, awareness, and environmental behavior of the
students and their communities an opportunity for taing part in communitycollaboration and action an opportunity for multicultural interaction and meaningful
long"term learning in the outdoors. 1ur findings highlight the importance of identifying
the views of educators of diverse cultures in order to carry out future successful
multicultural environmental pro$ect. 1ur findings also suggest adopting critical
pedagogy of place while designing and implementing such pro$ects in sensitive regions
such as #srael.
E'0"*(9 R$/0%, 0", A,0'+. :2811; conducted a study on 5ollege Students
Perceptions of 5ampus Sustainability. The purpose of this paper was to ascertain
whether or not there are differences between college students in :labama and +awaii
based on three (uestions are students concerned about the present=future J *hat do
students now about sustainabilityJ *ho is responsible for sustainabilityJ )esign=
methodology= :pproach D Two approaches were used to address these (uestions. First,
a summary of sustainability efforts at universities in :labama and +awaii is provided.
Second, a random sample of ;AC undergraduate students at two universities in :labama
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2n?B93 and at a community college in +awaii 2n6;93 were surveyed. Findings D The
data indicate that sustainable programs and practices are being implemented on a
number of college campuses in :labama and in +awaii. Students surveyed in both
states are concerned about wasteful consumption and pollution. >espondents were
similar in their self assessed nowledge about sustainability. >espondents were also
similar in their views about who is responsible for sustainability. +owever, a
consistently larger proportion of +awaii respondents expressed concern for and
willingness to participate of +awaii respondents expressed concern for and willingness
to participate in sustainable practices. So, there seems to be little or no Nnowledgegap0 when it comes to campus sustainability, but there does seem to be a commitment
gap0 Possible reason for this are discussed. 1riginality=value"Since the 679A, many
universities in the 4S: have elected to incorporate sustainability practices into campus
development and day"today operations. They are now emerging as environment leaders
and innovators. :n understanding of students perceptions of sustainability may given
insight into whether or not and how they are liely to engage in sustainable practices.
H&" () 0 :2811; conducted a study on a 5omparative study of Environmental
problems in 5hina are intensifying and it is vital to evaluate the environmental
nowledge, attitudes and behaviors of the generation poised to inherit their
management. This study examines a survey of environmental awareness among
5hinese students 2aged between 6C and ?A years3. 5onsidering the contrasting levels of
regional economic development and environmental problems in the estern=coastal and
western=inland regions of 5hina, we examine how environmental differences affect
university students’ environmental awareness. )ata were analy!ed statistically using
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nonparametric tests to compare a population of urban residents form a developed region
against a similar population of urbanites from a less"developed region. Students in the
samples possessed rather low levels of environmental nowledge, but had positive
environmental attitudes growing up in developed versus less"developed settings had
significantly different levels of general environmental awareness despite their shared
exposure to institutionali!ed environmental education.
L0%+&"9 L$"/&" R.9 !%((9 !0% T.9 C0+)$((%%9 S)(#(" B. :2811; conducted a study
on 5onstruction and @alidation of an #nstrument to measure Environmental
1rientations in : diverse <roup of 5hildren. :n understanding of 5hildren’s
environmental orientations is of critical importance as opportunities for authentic
contact with nature diminish. 5urrent instruments for measuring children’s tests, final
survey implementation and interviews to create a survey instruments for assessing the
environmental attitudes and ethnic groups 2:frican :merican, +ispannic, and *hite3.
>eliability and @alidity analyses indicated the scale was a phychometrically sound
method for accurately and efficiently measuring children’s perceptions of nature across
a demographic range. Eco"affinity and eco"awarenesss emerged as two district
components of environmental orientations. This new evaluation tool may help
educators and researchers examine the ways children perceived the natural world. #t
may also help to identify congnitive and affective aspects of existing environmental
education programs that nee improivement.
O*0('$9 $&,*"9 $((+0" ().0. :2811; conducted a study on environmental
literacy among pre"service social studies teachers. : review of &igerian experience
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findings revealed a high level of awareness, nowledge on local environmental issues
although a positive disposition towards environmental issues was demonstrated.
O*('$9 B$&,*"9 I((+0"9 A&,($ :2811; conducted a study on Environmental
iteracy among Pre"service Social studies Teachers : >eview of the &egerian
Experience. This mini"Survey assessed the environmental literacy level of pre"service
teachers in a nigherian university through 677 social studies teacher"tainees. #t found a
high level of awareness=nowledge on local environmental problems but low level on
global environmental issues. :lthough a positive disposition toward environmental
issues was demonstrated, evidence of nowledge gap which could hinder
environmental stewardship was also noticed. The preservice teachers did not
significantly differ in their nowledge of environmental issues and problems based on
gender the mode of entry but different in disposition toward same by gender and mode
of entry. Some implications for teacher education and discussed.
S0%'0 :2811; conducted a study aimed at finding the level of environmental issues
found that they had some but e(ual level of issues and warned that manind would
perish if the protection of environment does not become an integral part of all
development programmes.
U$)&&9 A""09 J**)$9 0(9 L0#&"("9 J0%$9 B'0"9 R($&9 M($+0&9 V($& :2811;
conducted a study on secondary school students #nterest, :ttitude and @alues
5oncerning school Science >elated to Environmental #ssues in Finland. This paper
explores the relationship between students interest in environmental issues attitudes to
environmental responsibility and biometric values in school science education. The
factors were investigated within the framewor of three moderators gender school and
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residential area of the school. The survey was carried out using the international >ose
(uestionnaire with ninth grade students 2&KC?C3 from C9 school. iert"type items
were categori!ed with explorative factor analysis, and multivariate analysis of variance
was used to study the importance of the moderators. There were significant correlations
between the attitude and value factors. #nterest and attitude were also significantly
correlated but the correlation between interest and value was negligible. <irls attitude
was significantly more positive and their biometric value stronger than those of the
boys, while in terms of interest, the gender difference was small. The effect of
residential area was negligible, but there were significant differences between schoolsin all the factors studied. : school’s own environmental pro$ects and participation in
programmes lined to environmental education or education for sustainable
development was suggested to enhance students interest in environmental issues. The
role of interests, attitudes and values in teaching environmental issues are important
fields for future research in science, environmental and sustainability education.
M*(" M0&& M$% :2813; conducted a study of environmental problem has become
one of the most important issues of global concern. This research was conducted to
investigate the environmental attitude of secondary school students of +yderabad city
of :ndra Pradesh state. The sample of ?AA secondary school students for this study was
selected through stratified random sampling. The collected data were sub$ected to
statistical analysis, i.e. /t’ test. The results of this research were in favour of girls of
senior secondary schools of urban locality, it can be said that all the null hypothesis
were re$ected. *e can inferred that secondary school students studied in private school
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and schools of urban locality in +yderabad city of :ndra Pradesh state have better
environmental attitude than their counterparts senior secondary students.
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CHAPTER III
PLAN AND PROCEDURE
“Research design is the arrangement of condition, for condition and analysis of data
in a manner that aims to combine relevance to the research purpose with economy in
procedure.”...Claire Selltizetal
This chapter deals with the procedure or methodology used in the present investigation.
#t #ncludes nature of the study. )etail of the sample, tool used for collection of data,
scoring pattern statistical techni(ues employed for data analysis.
The research design is the conceptual structure with in which research is conducted. #t
constitutes the blue print for the collections, measurement, #nterpretation and analysis
of data. #t set up the framewor for the whole study. #t tells us what observation to
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mae, how to collect data, how to proceed with interpretation and how to analy!e the
presentation of the observation. #n other words, a research design is a plan to action
which must contain
• : clear statement of the research problem
• Procedure and techni(ues to be used for gathering information.
• The population to be studied.
• %ethod to be used in processing and analy!ing data.
Selection of particular design is based upon the purpose of research, the nature of
research of research, the type of variable to be manipulated and the writing factor under
which it is being conducted. #n this chapter, design of the study has been presented
which included a brief account of the method for conducting the study, the population,
the sample, the tools used and the procedure adopted for the collection analy!ing of
data.
3.1 RESEARCH METHOD
The method used in the present study is the QSurvey %ethodQ. The term QsurveyQ is
used for techni(ue of investigation by erect ct observation of a phenomenon or
collection of information through interviews, (uestionnaire etc. Survey permits the
researcher to come contact with the people whom she wants to study. This method
permits great ob$ectivity. The data are not influenced by anyoneMs views or beliefs.
Following dependent and %oderator variables are delineated from the statement of the
problem
• )ependent variable 6. Environmental nowledge
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?. Environmental issues
• %oderator variables 6. <ender
?. Types of school
K. ocality
3.2 POPULATION
: population is any group of individuals that have one or more characteristics in
common those are of interest to the researcher. The population may be all the individual
of a particular type, one or more restricted part of that group. :ll senior secondary
school students of )istrict Hamuna &agar constitute the population for the purpose of
the present study.
3.3 SAMPLE
: sample is small portion of a population selected for observation and analysis by
observing the characteristics observation of the population from which it is drawn. The
study of the total population is not possible and also not feasible The limit in terms of
money, time and effort winder studying the whole population. +ence sample is
introduced in the research wor with a voice to mae wor economical and accurate to
achieve the ob$ectives of the present study at the first stage the investigator was
selected four senior secondary school from Hamuna &agar, )istrict of +aryana
purposively. Further, the sample comprises of two governments and two private senior
secondary schools were included. Finally, a sample of 6AA senior secondary school
students wre selected on the basis of random sampling techni(ue. The detail description
of selected sample has been presented in table K.6.
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T0( 3.1
D(+/%$)$&" & +((/)(, +0'(
Sr.&o. &:%E 1F T+E S5+11 &1 1F ST4)E&TS
6 <ovt. Senior Sec. School, Iagadhari ?B
? <ovt. Senior Sec. School, -uria ?B
K %uand al Sr. Sec. School, Iagadhari ?B
; <ovt. %odel Sr. Sec. School, %ustafabad ?B
Total 6AA
3.4 TOOL USED
For any research study, the researcher has to collect data. 1n the basis of the data
conclusion is drawn and generali!ation is arrived, the conclusion and generali!ation
will be correct and valid if the data is methodically collected by the use of reliable tool
and techni(ue. Tool are the means by which various phenomena, (ualities, attributes,
personality traits, events, (uantities are measured. The selection of the tools depends on
a large extent, upon nature and purpose of the study. Every research tool has its own
significance and importance. :ccording to -est, Qie the tool in a carpenterMs box each
research tool is appropriate in a given situation to accomplish a particular purpose.Q
Suhia 267883 remars QThe selection of suitable instruction or tool is of vital
importance for successful research different tools are suitable for collecting various
inds of information for various purpose for any research one or more of the tool in
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combination can be used, for the present study investigator prepared a tool herself
based on the environmental issues.
3.4.1 DESCRIPTION OF TOOL
#nvestigator used a self"constructed tool based on environmental issues. The purpose of
this research was to find the different environment of issues of senior secondary school
student. This tool compares the extent of the environmental issues M among the senior
secondary school students. For the construction of tool, the investigator has consulted
different boos, maga!ines, $ournals etc. The Environmental #ssues tool consists of CA
statements in all. :fter suggestion provided by the expert investigator edited the tool
and finally retained the B6 statements. The statements of the tool contained different
area of environmental issues, such as, Environmental Pollution" 2693, Population
Explosion" 273 statements, +ealth and +ygiene 26A3 statements, 5onservation of
Environment 26;3 statements and Environmental #ssues 273 statements. Each statement
carry three points scale @i!. 6 agree, # and ## )onMt :gree.
3.5 TRY OUT AND REVISION
:fter that the investigator made a pilot survey of the schools and consulted the teachers
and students. The preliminary draft of tool was prepared in relation to the instructional
ob$ectives The investigator then conducted preliminary try out with two students and a
group of ?B students. The responses on both the try outs were found more or less same.
This was taen as reliability of the scale. The validity of the tool was examined with
help of content validity which is based on $udgment of several sub$ect experts and
language specialists. : tool was given to different experts in the concerned field to
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$udge and comment. The expert in the field of environmental education was re(uested
by investigator for having a loo at the tool and also to give their valuable suggestions
and opinion regarding the improvement and modification of the tool. )epending upon
the suggestions some statements were edited, some were added and excluded.
3.6 PROCEDURE
:fter selecting the samples and deciding the tool and techni(ues for data collection the
investigator visited all the schools personally for the administration of tool and
collection of data, The Principals were contacted for this purpose in advance. :fter
meeting the Principals personally, investigator too the permission for data collection
before administration of tool the investigator has established rapport with the
respondents and explained the purpose of the research. The Principals and the teachers
helped the investigator in every respect and made suitable arrangements for the conduct
of the data collection. :fter this the investigator interacted with the students. Then, the
doubts and (uestions of the students were cleared. Efforts were made to get the co"
operation of the students and informed them that responses only used for research
purpose.
3.7 SCORIN!
#n measuring the environmental nowledge and issues of senior secondary school
students three point tool is used. These three points are # :gree, ## )onMt :gree are used.
The tool consists of a number of negative and positive statements. # mar was given
agree and A to don’t agree.
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3. STATISTICAL TECHNIUES TO BE USED
The data was available in the form of scores so following statistical techni(ues were
used to analy!e the data such as
• )escriptive statistics used in order to study the nature of data and departure from
normality.
• #n order to find out the meansM difference in environmental nowledge and #ssues in
relation gander, types of schools and ocality t"test was applied.
CHAPTER IV
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ANALYSIS AND INTERPRETATION OF DATA
The Tabulated data has as such no meaning unless it is analy!ed and interpreted by
Sophisticated statistical techni(ues, so as to arrive at significant conclusion. :nalysis of
data means studying the complex materials in order to determine the inherent fact of
meaning by breaing its complex factors into simple parts and putting them together in
a new finding show. *hat do they meanJ *hat is their significanceJ #nterpretation
therefore calls for a cortical examination of the results of one’s analysis in the light of
all the limitations of the data.
#nterpretation is the most important step in total procedure of research, :nalysis and
interpretation of data also help further researchers to deal with appropriate statistical to
avoid unnecessary labor. #nterpretation has to be done carefully logically and critically
examining the result obtained after analysis considering the limitation of sample
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chosen, tools selected and used . The present chapter deals with the analysis of the
collected data through proper statistical techni(ues and interpretation of the result so
obtained.
#n this chapter, the data have been analy!ed in view of ob$ectives and hypotheses
formulated in chapter first. The details have been presented in the following heading.
4.1 DESCRIPTION OF DATA
The present study is an attempt to investigate the Environmental #ssues of senior
secondary school students in regard to their gender, type of school and locality. For this
purpose, the data has /collected from 6AA senior secondary school students of Hamuna
&agar )istrict in +aryana. :fter that, mean and Standard )eviations were computed
out to study the general nature of the sample in relation to dependent variable
Environmental #ssues scores. Further in order to find out the significance difference
between mean of Environmental #ssues scores in relation to moderator variables vi!.
rural and urban, Types of school and ocality of senior secondary school studentMs t"test
was computed.
4.2 ANALYSIS AND INTERPRETATION BASED ON
DESCRIPTIVE STATISTICS
#n order to calculate the values of the measure of 5entral tendency 2mean3, standard,
deviation and t"test were calculated and are presented in the following tables.
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4.3 SI!NIFICANT DIFFERENCE BETWEEN THE MEAN
ENVIRONMENTAL ISSUES SCORES OF MALE AND
FEMALE SENIOR SECONDARY SCHOOL STUDENTS.
The mean scores of male and female students of all the school were calculated.
4.3.1 S$"$$/0") ,$(%("/( ()>((" )( '(0" ("#$%&"'(") $++*(+
+/&%(+ & '0( 0", ('0( !&#(%"'(") S("$&% S(/&",0% S/&&
S)*,(")+9 J00,%$.
The mean scores of male and female <overnment Senior Secondary School, Iagadhri
was calculated. The results are showed in following table.
T0( 4.1
C&'0%$+&" & '(0" +/&%(+ & '0( 0", ('0( +)*,(")+
<roup & %ean S.). t"test
%ale 6A ?A.8 9.;; A.6A;
&ot SignificantFemale 6B ?6.AC 9.;
The table shows that ;.6 the mean scores of male and female students of <overnment
Senior Secondary school, Iagadhri are ?A.8 and ?6.AC respectively. The value of t"test is
A.6A; which is not significant at .AB level of significant. #t means that there is no
significant between both the groups.
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S&>$" N9 M(0"9 S.D9 0", )-)(+) & M0( 0", F('0( +)*,(")+ !&#).
S%. S(/. S/&& J00,0%$.
$*%( 4.1
4.3.2 S$"$$/0") ,$(%("/( ()>((" )( '(0" ("#$%&"'(") $++*(+
+/&%(+ & '0( 0", ('0( !&#(%"'(") S("$&% S(/&",0% S/&&
S)*,(")+9 B*%$0.
The mean score and t"test value of male and female students of <overnment senior
secondary school, -uria is presented in bale ;.?.
T0( 4.2
C&'0%$+&" & '(0" +/&%(+ & '0( 0", ('0( +)*,(")+
<roup & %ean S.). t"test
%ale 6K ??.?K 8.79 6.BC
&ot SignificantFemale 6? ?9.9K 6?.B6
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The table ;.? shows that the mean scores of male and female students of <overnment
Senior Secondary school, -uria are ??.?K and ?9.?K respectively. The value of t"test is
6.BC which is not significant at .A.B level of significant. #t means that there is no
significant between both the groups.
S&>$" N9 M(0"9 S.D9 0", )-)(+) & M0( 0", F('0( +)*,(")?+ &#).
+%. +(/. +/&& B*%$0.
F$*%( 4.2
4.3.3 S$"$$/0") ,$(%("/( ()>((" )( '(0" ("#$%&"'(") $++*(+
+/&%(+ & '0( 0", ('0( M*=0", L0 S("$&% S(/&",0% S/&&
S)*,(")+9 Y0'*"0 N00%.
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The mean scores and t"test value of male and female students of %uand al Senior
Secondary School, Hamuna &agar is presented in Table ;.K.
T0( 4.3
C&'0%$+&" & '(0" +/&%(+ & '0( 0", ('0( +)*,(")+
<roup & %ean S.). t"test
%ale 6B ?;.9C C.67 6.6?
&ot SignificantFemale 6A ?6.8 8.?7
The table ;.K shows that the mean scores of male and female students of %uand al
Sr. Sec. School, Hamuna &agar are ?;.9C and ?6.A8 respectively. The value of t"test is
6.6? which is not significant at A.B level of significant. #t means that there is no
significant difference between both the groups.
S&>$" N9 M(0"9 S.D9 0", )-)(+) & M0( 0", F('0( +)*,(")+
M*=0", 0 +% +(/. +/&& Y0'*"0 N00%.
F$*%( 4.3
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4.3.4 S$"$$/0") ,$(%("/( ()>((" )( '(0" ("#$%&"'(") $++*(+
+/&%(+ & '0( 0", ('0( !&#(%"'(") M&,( S("$&% S(/&",0%
S/&&9 M*+)000, S)*,(")+9 Y0'*"0 N00%.
The mean scores and t"test value of male and female students of <overnment %odel
Senior Secondary School, %ustafabad is presented in Table ;.;.
T0( 4.4
C&'0%$+&" & '(0" +/&%(+ & '0( 0", ('0( +)*,(")+
<roup & %ean S.). t"test
%ale 6K ??.7? 6A.9B A.?;
&ot SignificantFemale 6? ?6.76 7.CB
The table ;.; shows that the mean scores of male and female students <ovt. %odel Sr.
Sec. School, %ustafabad are ??.7? and ?6.76 respectively. The value of t"test is A.?;51
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which is not significant at .A.B level of significant. #t means that there is no significant
difference between both the groups.
S&>$" N9 M(0"9 S.D9 0", )-)(+) & M0( 0", F('0( +)*,(")?+ &#).'&,0 +%. +(/. +/&& '*+)000,.
F$*%( 4.4
4.4 SI!NIFICANCE DIFFERENCE BETWEEN THE
MEAN ENVIRONMENTAL ISSUES SCORES OF RURAL
URBAN SENIOR SECONDARY SCHOOL STUDENTS
#n order to find out the significance difference between the mean Environmental #ssues
scores of rural ' urban senior secondary school students, t"test was applied. The results
are presented in the following table.
The mean scores and t"test value of rural ' urban school students of <overnment
School ' Private Schools are presented in Table ;.B.
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T0( 4.5
C&'0%$+&" & '(0" +/&%(+ & %*%0 0", *%0" +("$&% +(/&",0% +/&&
+)*,(")+
<roup & %ean S.). t"test
>ural BA ??.8? 6A.B8 A.?9
not significant4rban BA ??.?C 8.89
The table ;.B shows that the mean scores of rural ' urban Senior Secondary School
students are ??.8? and ??.?C respectively. The value of t"test is A.?9 which is not
significant at .A.B level of significant. #t means that there is no significant different
between both the groups.
S&>$" N9 M(0"9 S.D9 0", )-)(+) & R*%0 0", U%0" +)*,(")?+ S%.
S(/. S/&&?+
F$*%( 4.5
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CHAPTER V
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MAIN FINDIN!S9 DISCUSSION OF RESULTS9
EDUCATIONAL IMPLICATIONS AND SU!!ESTIONS
FOR FURTHER RESERACH
This chapter deals with the main findings based on the analyses and interpretation of
data followed by discussion of results and educational implications and suggestions for
further research.
5.1 MAIN FINDIN!S
:fter statistical analysis of data in term of mean, standard deviation, standard error of
deviation and t"test, the main finding of the study are briefly summari!ed here under
6. The mean scores of male and female students of <overnment Senior Secondary
school, Iagadhri were ?A.8 and ?6.AC respectively. The value of t"test was A.6A;
which is not significant at .AB level of significant. #t means that there was no
significant between both the groups.
?. The mean scores of male and female students of <overnment Senior Secondary
school, -uria were ??.?K and ?9.?K respectively. The value of t"test was 6.BC which
is not significant at .A.B level of significant. #t means that there was no significant
between both the groups.
K. The mean scores of male and female students of %uand al Sr. Sec. School,
Hamuna &agar are ?;.9C and ?6.A8 respectively. The value of t"test was 6.6? which
is not significant at A.B level of significant. #t means that there was no significant
difference between both the groups.
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;. The mean scores of male and female students of <overnment %odel Senior
Secondary School, %ustafabad were ??.7? and ?6.76 respectively. The value of t"
test was A.?; which is not significant at .A.B level of significant. #t means that there
was no significant difference between both the groups.
B. The mean scores of rural ' urban Senior Secondary School students were ??.8?
and ??.?C respectively. The value of t"test was A.?9 which is not significant at .A.B
level of significant. #t means that there was no significant different between both the
groups.
5.2 DISCUSSION OF RESULTS
#n lieu the main findings of the present study, the discussion of the results has been
presented as below
6. #t was hypothesi!ed that there is no significant differences in the Environmental
issues of male and female senior secondary school students. The finding shows that
there is no significant difference in the environmental issues of male and female senior
secondary students. #n another This was supported by >out, S.N. and :garwal 2?AAC3
the female students of science stream have no difference in environmental awareness
and environmental attitudes than that of male students of science stream. Further, 4itto,
:nna, Iutti, Nalee, avonen, Iari, -yman, >ei$o, %eisalo, @ei$o 2?A663 <irls attitude
was significantly more positive and their biocentric value stronger than those of the
boys, while in terms of interest the gender difference was small.
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?. #t was hypothesi!ed that there is no significant differences in the Environmental
issues of rural and urban senior secondary school students. :fter analysis and
interpretation of the data was found that the data was no supported the assumption and
the researcher was not retained the hypothesis. The finding shown that there is
significant difference in the Environmental issues of rural and urban area senior
secondary school students have shown environmental issues better than rural senior
secondary school students. This was supported by +ong, Ting, iu.
L0"9 T$(("0/(%9 H&" :2811; population of urban residents from a developed
region. Students in the samples possessed rather low levels of environmental issues, but
had positive environmental attitudes and were willing to commit to environment"
friendly behaviors. Students growing up in developed versus less"developed setting had
significantly different levels of general environmental awareness despite their shared
exposure to institutionali!ed environmental education. Further, %uyen %a(bool %ir
2?A6K3 the results of this research were in favour of students of secondary schools of
urban locality.
K. #t was hypothesi!ed that there was no significant differences in the Environmental
#ssues of <ovt. and private senior secondary school students. :fter analysis and
interpretation of the data it was found that the data was not supported the assumption
and the researcher was not retained the hypothesis. The finding showed that there is
significant difference in the Environmental #ssues of <overnment and private senior
secondary school students. #n another way it is stated that <ovt. senior secondary
school students have tented Environmental #ssues better than private senior secondary
school students. This was supported by >out. S.N. and :garwal 2?AAC3 students
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belonging to urban bacround are comparatively better in terms of their environmental
awareness and environmental attitude as compare to students belonging to rural
bacground. %uyen %a(bool %ir 2?A6K3 the results of this research were in favour of
private secondary school students.
5.3 EDUCATIONAL IMPLICATIONS
Education plays a very important part in the society and can in apt modes to propagate
these concepts easily" S:SP for P:PP" Students awareness to Students Participation to
achieve Public :wareness to Public Participation. Environmental education has been an
area of great concern for the few separate and interdisciplinary sub$ect according to the
syllabus framed by &5E>T 2&ational 5ouncil for Educational >esearch and Training3
Since ?AA;. The %ain ob$ective of imparting Environmental Education in school
curriculum is to create awareness and nowledge, develop attitude, sill and abilities
and prepare our students to participate in solving environmental problems.
Education is a powerful instrument to control social problems. For the environmental
awareness, 4nion and State governments have made efforts. The programmes
conducted should study the level of awareness and attitude of the target group,. The
study of Environmental #ssues remains an important role. #n the present study it is seen
that that private schools and students living in rural areas are less aware of
environmental issues thus various environmental programmes should be introduced.The environmental education sub$ect should be taught sincerely in the schools. #n lieu
of main findings and discussion of results the present study has its greatest implications
for the planer, policy maer, administrator, teacher and student in the following ways
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6. There should be innovative campaigning on developing awareness and ethical
values in different issues on environment.?. Every organi!ation and institution should be environmental free.K. 1rientation and conferences on environmental issues should be organi!ed for
the teachers at different level of education on regular interval.
5.4 SU!!ESTIONS FOR FURTHER RESEARCH
6. : study on Environmental #ssues of senior secondary school students from
various standards can be conducted.
?. : study on different types of pollution can be one.
K. : study on Environmental #ssues of teachers at different levels can be
conducted.
;. : study an Environmental #ssues of parent belong sub to urban and rural areas
can be conductedB. The content of the Environmental Education in the text boos can be analy!ed.C. The investigation can be carried out at different district levels.
8. : study on the relationship between nowledge and awareness on environment
can be conducted.9. : study on the relationship between ethics and awareness on environment can
be conducted.
SUMMARY
INTRODUCTION
:n Environmental problem arises whenever there is a chane in the (uality or (uantity
of any environmental factor which directly or indirectly affects the health and well"
being of man in an adverse manner. Environmental problems can be studied from two
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different viewpoints. 1ne is simply to loo for adverse effects without regard to their
origin in order to detect trends that all call for further investigation the other is to try to
understand the cause and effect relationships, which mae better prediction and proper
management possible.
-oth natural and man"made laes have suffered from eutrophication. #n laes receiving
nitrogen and phosphorus compounds and other agricultural fertili!ers, unprecedented
blooms of algae have occurred. The algae themselves can spoil water (uality and
recreational conditions. *hen they die and decay, the oxygen demand may exceed the
supply with resultant fish ills. The average oxygen content of some fresh water bodies
has decreased very maredly in historic times. The effects of added nutrients on marine
life are not well nown but there may be particularly important Synergistic effects, for
example, if the oxidation of oil in the sea is biologically controlled, fertili!ation of the
seas may enhance the production of directly economically valuable species. -ecause
eutrophication is primarily a local problem, it has not been included in the global
environmental monitoring system.
The availability to man of fresh water high (uality is becoming an acute problem in
many countries. *ater re(uirements continue to increase with the growth of population
and living standard and the expansion of agriculture and industry. *ater is needed for
power generation irrigation, navigation and community water supply. The availibili9ty
of ground water is most often a local problem but it has international implication in
relations to the general effects which a depletion of ground water may have within a
larger region. :d$usting the relationship between humans and nature is one of the most
fundamental issues we face and must deal with today. *ith the increasing deterioration
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of ecological systems on which human beings rely and the aggravation of the
environmental crisis, human beings have reali!ed that we cannot rely on economic and
$udicial methods alone to solve the problems of environmental pollution and ecological
imbalances we must also appeal to human beings’ limitless internal ethical resources.
1nly after we have adopted an appropriate attitude towards nature and have established
a new ethical relationship between human beings and nature will we be able to love and
respect nature automatically as well as conscientiously and only with the guidance of
such love and respect can we successfully deal with the issue of environmental
pollution and ecological imbalances.
JUSTIFICATION OF STUDY
1ver recent decades, global problems relating to degradation of natural resources and
pollution have increased dramatically. &atural resources are depleted by excessive use.
Fresh water scarcity on a global scale, deforestation, degradation of river areas, soil
depletion and loss of biodiversity, are some of the problems that have become a ma$or
concern. :ir and water pollution have reached such levels that have already resulted in
serious health problems, as well as negative impact on the environment, and inevitably
influencing prospects for long"term economic growth. :wareness is essential to solve
these problems. 1n the otherhand, without a positive attitude towards environmental
education as sub$ect, our Secondary schools will not be able to motivate our future
generation to tae environment related problems as challenge. ThatMs why the present
venture had been made in this direction to study the environmental awareness and
attitude towards environmental education among the Secondary School students
towards Environmental #ssues.
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STATEMENT OF THE TOPIC
A STUDY OF ATTITUDE OF SECONDARY SCHOOL STUDENTS TOWARDS
ENVIRONMENTAL ISSUES.
OPERATIONAL DEFINITION OF THE TERM USED
Senior Secondary School Environmental #ssues in the present study attitude of
secondary school students towards environmental issue will be studied.
A))$)*,(
:ttitude denotes the sum total of man’s inclination and feels, pre$udice biosphere
conceived notion, ideas, and fears threat about any specific topic.0
:n :ttitude can be defined as a enduring organi!ation of motivational emotional,
perceptual and cognitive process with respect to some aspect to the individuals world0
S(/&",0% S/&& S)*,(")+
6. : Secondary School is a school which provides Secondary Education, between the
ages of 66 and 6C or 66 and 69 after primary school and before higher education.
?. #n #ndia high school is a grade of education from Standards is #L to L standards #&
and L are also called Secondary school usually students from ages 6; to 68 study inthis section
E"#$%&"'(")0 I++*(+
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6. Environmental #ssues are harmful effects of human activity on the biophysical
environment. Environmentalism is a social and environmental movement addressed
Environmental #ssues through advocacy education and activism.
?. Environmental #ssues are defined as problems with the planetMs system 2air, water,
soil etc.3, that have developed as a result of human interference or mistreatment of
humans.
OBJECTIVES OF THE STUDY
%a$or ob$ectives of the present study are"6. To study the attitude of Secondary School Students towards Environmental
issues.
?. To study the :ttitude of >ural ' 4rban Secondary Schools students towards
environmental issue.
K. To study the :ttitude of male ' female secondary school students towards
environmental issue.
HYPOTHESES OF THE STUDY
6. Secondary school students will have positive attitude towards environmental
issue.
?. There will no significant difference between the attitude of rural ' urban
secondary school students towards environment issue.
K. There will be no significant difference between the attitude of male and female
secondary school students towards environmental issue.
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DELIMITATIONS OF THE STUDY
6. The study is delimited to the only one district of +aryana named Hamunanagar.
?. : sample of 6AA students
K. Study is delimited to the Secondary school students.
RESEARCH METHODOLO!Y
#n view of the ob$ectives of the present study, the researcher will be adopting the
)escriptive Survey %ethod. The details are as under
AREA AND SAMPLE
#n the present study, a sample of 6AA students will be selected from the three schools of
Hamuna &agar )istricts by adopting the random sampling techni(ues. Further, selected
sample will be divided into two groups of BA students each.
TOOLS TO BE USED
1n the basis of the ob$ectives of study one :ttitude (uestionnaire based on
Environmental #ssues will be developed by the investigator.
STATISTICAL TECHNIUES
For The Present Study %ean, Standard )eviation and T"Test *ill -e 4sed -y The
#nvestigator.
MAIN FINDIN!S
:fter statistical analysis of data in term of mean, standard deviation, standard error of
deviation and t"test, the main finding of the study are briefly summari!ed here under
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6. The mean scores of male and female students of <overnment Senior Secondary
school, Iagadhri were ?A.8 and ?6.AC respectively. The value of t"test was A.6A;
which is not significant at .AB level of significant. #t means that there was no
significant between both the groups.
?. The mean scores of male and female students of <overnment Senior Secondary
school, -uria were ??.?K and ?9.?K respectively. The value of t"test was 6.BC
which is not significant at .A.B level of significant. #t means that there was no
significant between both the groups.
K. The mean scores of male and female students of %uand al Sr. Sec. School,
Hamuna &agar are ?;.9C and ?6.A8 respectively. The value of t"test was 6.6?
which is not significant at A.B level of significant. #t means that there was no
significant difference between both the groups.
;. The mean scores of male and female students of <overnment %odel Senior
Secondary School, %ustafabad were ??.7? and ?6.76 respectively. The value of
t"test was A.?; which is not significant at .A.B level of significant. #t means that
there was no significant difference between both the groups.
B. The mean scores of rural ' urban Senior Secondary School students were ??.8?
and ??.?C respectively. The value of t"test was A.?9 which is not significant at .
A.B level of significant. #t means that there was no significant different between
both the groups.
DISCUSSION OF RESULTS
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#n lieu the main findings of the present study, the discussion of the results has been
presented as below
6. #t was hypothesi!ed that there is no significant differences in the Environmental
issues of male and female senior secondary school students. The finding shows that
there is no significant difference in the environmental issues of male and female senior
secondary students. This was supported by >out, S.N. and :garwal 2?AAC3 the female
students of science stream have no difference in environmental awareness and
environmental attitudes than that of male students of science stream. Further, 4itto,
:nna, Iutti, Nalee, avonen, Iari, -yman, >ei$o, %eisalo, @ei$o 2?A663 <irls attitude
was significantly more positive and their biocentric value stronger than those of the
boys, while in terms of interest the gender difference was small.
?. #t was hypothesi!ed that there is no significant differences in the Environmental
issues of rural and urban senior secondary school students. :fter analysis and
interpretation of the data was found that the data was no supported the assumption and
the researcher was not retained the hypothesis. The finding shown that there is
significant difference in the Environmental issues of rural and urban area senior
secondary school students have shown environmental issues better than rural senior
secondary school students. This was supported by +ong, Ting, iu.
L0"9 T$(("0/(%9 H&" :2811; population of urban residents from a developedregion. Students in the samples possessed rather low levels of environmental issues, but
had positive environmental attitudes and were willing to commit to environment"
friendly behaviors. Students growing up in developed versus less"developed setting had
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significantly different levels of general environmental awareness despite their shared
exposure to institutionali!ed environmental education. Further, %uyen %a(bool %ir
2?A6K3 the results of this research were in favour of students of secondary schools of
urban locality.
K. #t was hypothesi!ed that there was no significant differences in the Environmental
#ssues of <ovt. and private senior secondary school students. :fter analysis and
interpretation of the data it was found that the data was not supported the assumption
and the researcher was not retained the hypothesis. The finding showed that there is
significant difference in the Environmental #ssues of <overnment and private senior
secondary school students. #n another way it is stated that <ovt. senior secondary
school students have tented Environmental #ssues better than private senior secondary
school students. This was supported by >out. S.N. and :garwal 2?AAC3 students
belonging to urban bacround are comparatively better in terms of their environmental
awareness and environmental attitude as compare to students belonging to rural
bacground. %uyen %a(bool %ir 2?A6K3 the results of this research were in favour of
private secondary school students.
EDUCATIONAL IMPLICATIONS
Education plays a very important part in the society and can in apt modes to propagate
these concepts easily" S:SP for P:PP" Students awareness to Students Participation toachieve Public :wareness to Public Participation. Environmental education has been an
area of great concern for the few separate and interdisciplinary sub$ect according to the
syllabus framed by &5E>T 2&ational 5ouncil for Educational >esearch and Training3
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Since ?AA;. The %ain ob$ective of imparting Environmental Education in school
curriculum is to create awareness and nowledge, develop attitude, sill and abilities
and prepare our students to participate in solving environmental problems.
Education is a powerful instrument to control social problems. For the environmental
awareness, 4nion and State governments have made efforts. The programmes
conducted should study the level of awareness and attitude of the target group,. The
study of Environmental #ssues remains an important role. #n the present study it is seen
that that private schools and students living in rural areas are less aware of
environmental issues thus various environmental programmes should be introduced.
The environmental education sub$ect should be taught sincerely in the schools. #n lieu
of main findings and discussion of results the present study has its greatest implications
for the planer, policy maer, administrator, teacher and student in the following ways
6. There should be innovative campaigning on developing awareness and ethical
values in different issues on environment.?. Every organi!ation and institution should be environmental free.K. 1rientation and conferences on environmental issues should be organi!ed for the
teachers at different level of education on regular interval.
SU!!ESTIONS FOR FURTHER RESEARCH
6. : study on Environmental #ssues of senior secondary school students from various
standards can be conducted.
?. : study on different types of pollution can be one.
K. : study on Environmental #ssues of teachers at different levels can be conducted.
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;. : study an Environmental #ssues of parent belong sub to urban and rural areas can be
conducted
B. The content of the Environmental Education in the text boos can be analy!ed. C. The investigation can be carried out at different district levels. 8. : study on the relationship between nowledge and awareness on environment can be
conducted.9. : study on the relationship between ethics and awareness on environment can be
conducted.
BIBLIO!RAPHY
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:PPE&)#L
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ENVIRONMENTAL ISSUES SCALE
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There are given B6 statements. :gainst each statement you will find ? alternatives. 5hoose the
response closest to your opinion and tic mar 2 3 in the cell below your favored response.
&one of the response is either right or wrong. #t is your opinion that counts. Hou are assured
that your responses will be dept completely confidential. Hour responses are not concerned
with your evaluation.
)o not spend too much time on any one item. Hour responses should be spontaneous as well as
accurate because these statements reflect you’re of nowledge and ethics about the
environment you live in.
#nvestigator
>itu >ani Supervisor
%.Ed. Student Smt. >am$ana <oyal
:sstt. Professor
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