The contribution of environmental education in raising students' knowledge, attitude and Practice in Selected first cycle secondary schools
| dc.contributor.advisor | Lemma, Girma (Ato) | |
| dc.contributor.author | Demilew, Asmare | |
| dc.date.accessioned | 2018-07-03T10:03:29Z | |
| dc.date.accessioned | 2023-11-10T12:25:35Z | |
| dc.date.available | 2018-07-03T10:03:29Z | |
| dc.date.available | 2023-11-10T12:25:35Z | |
| dc.date.issued | 2007-08 | |
| dc.description.abstract | With the objective of investigating the contribution of the General Secondary Education .liJr raising students ' knowledge, attitude and practice in environmental issues, the research employed both qualitative and quantitative methods. Scores of students on a maslery test, opinions of both students and teachers through questionnaires and content analysis by teachers were the main data sources. In addition to the overall analysis, comparisons were made in terms of gender, location and schools for students' knowledge. Though the method of integration varies./i"om one subject to the other, the investigation was able to find objectives thai could let the curriculum integrate adequate and relevant environmental issues. Unlike the case in ChemistlY, the integration of contents In Geography was in a multitopic approach which is in line with what is recommended for environmental education. Students beller pel:formance in geography-related environmental issues was atlributed to this method of integration. . Despite the positive evaluation on the integration of environmental issues, students' knowledge, allitude and skills were found to be below the standard. Assessed through a criterion referenced test, only 24% of the students who were found to have the required level of knowledge in the issue. The evaluation against allitude and skill inventories using a five point rating scale indicated only 18% and 46 % of the students with acceptable degree of achievement in the respective domains. The linear relationship that was expected to exist between knowledge, attitude and skill was not maintained. The assessment of students' knowledge using open-ended items showed a different result as compared to what was obtained through the test scores. The difference could have happened due to methodological differences; students' competence in the medium instruction (as the instruments were conducted in different languages) or due to the different in the statistical measurement techniques employed in each case. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/5862 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa Universty | en_US |
| dc.subject | Environmental education | en_US |
| dc.title | The contribution of environmental education in raising students' knowledge, attitude and Practice in Selected first cycle secondary schools | en_US |
| dc.type | Thesis | en_US |