ASSESSING THE KNOWLEDGE AND ATTITUDE OF SECONDARY

SCHOOL STUDENTS TOWARDS ENVIRONMENTAL CONSERVATION IN

LAGOS STATE.

BY

ADEBESIN SODIQ ADEYINKA

190310011

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

SCIENCE EDUCATION (BIOLOGY EDUCATION), FACULTY OF
EDUCATION, UNIVERSITY OF LAGOS, AKOKA.

IN PARTIAL FUFILLMENT OF THE REQUIREMENTS FOR THE AWARD

OF BACHELOR OF SCIENCE (Ed.) IN BIOLOGY EDUCATION.

AUGUST, 2025.

i
 CERTIFICATION

This is to certify that this project was carried out by ADEBESIN SODIQ ADEYINKA

(190310011), under the supervision of Prof. UCHENNA UDEANI in partial

fulfillment for the award of Bachelor degree in Biology Education, Department of

Science Education, Faculty of Education, University of Lagos.

_________________________ _______________________
Prof. Uchenna Udeani Date
Project Supervisor

ii
 APPROVAL PAGE

This research project has been approved for the Department of Science Education,

Faculty of Education, University of Lagos, Lagos State.

BY

_________________________ _______________________
Prof. Uchenna Udeani Date
Project Supervisor

_________________________ _______________________
Prof. Ngozi Philomena Okafor Date
Head of Department

________________ _______________________
External Examiner Date

iii
 DEDICATION

This research project is dedicated to Almighty God who has been the creator of the

universe and who has made this project a success.

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 ACKNOWLEDGEMENTS

I am grateful to God Almighty for His infinite grace, mercy, love, and guidance,

which have accompanied me throughout this academic journey.

My profound appreciation goes to my supervisor, Prof. Uchenna Udeani, for her

invaluable insights, support, and encouragement. Her candid feedback has been

instrumental to this academic achievement.

I extend my gratitude to the Head of Department, Prof. Ngozi Philomena Okafor, and

all the lecturers in the department (Prof. Sunday A. Adeyemo , Prof. Gladys Obianuju

Esiobu , Prof. Toyin Eunice Owoyemi , Prof. Adeneye O. A. Awofala , Dr. Rachael O.

Okunuga , Dr. Sabainah Oyebola Akinoso , Dr. Adedamola A. Kareem , Dr.

Omolabake Temilade Ojo , Dr. Oguejiofor Chiamaka N. , Dr. Adesina Adeleke

Sunday , Mr Oluwajana Olayemi , Mr Shote Franca A. , Mr Thomas Olumide O. , Mr

Alli Abubakar Sadiq , Mrs Hannah Olutoye , Mrs Oko Omotayo Oziofu , Mr Akhighe

Jeremiah N.) , whose direct and indirect contributions have supported my growth.

Their encouragements and motivations have significantly influenced my academic

journey.

I am epspecially grateful to my beloved parents , Mr and Mrs Adebesin for their

unwavering suppport , prayers and sacrifices . Their constant encouragement and

belief in my potential have been a strong pillar throughout this journey

I would also like to express my sincere gratitude to all the students who participated

in the questionnaire. Your time and effort in completing the survey were invaluable.

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I am deeply thankful to everyone who assisted with the data collection and analysis

process, your dedication and commitment to ensuring the accuracy and completeness

of the data are greatly appreciated.

Thank you all.

TABLE OF CONTENTS
Title page I
Certification ii
Dedication iii
Acknowledgement iv
Table of content v
Abstract vii

CHAPTER ONE: INTRODUCTION

1.1 Background to the Study 1

1.2 Statement of the Problem 3
1.3 Purpose of the Study 4
1.4 Research Questions 5
1.5 Significance of the Study 5
1.6 Scope of the Study 6
1.7 Operational Definition of Terms 7

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.0 Introduction 11
2.1 Conceptual Framework 11

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2.2 Theoretical Framework 20
2.3 Empirical Review 21
2.4 Summary of Literature Review 22

CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction 23
3.1 Research Design 23
3.2 Area of Study 23
3.3 Population of the Study 23
3.4 Sample and Sampling Techniques 24
3.5 Research Instrument 24
3.6 Validity of Instrument 24
3.7 Reliability of the Instrument 25
3.8 Method of Data Collection 25
3.9 Method of Data Analysis 25

CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION OF RESULTS

4.0 Introduction 26
4.1 Demographic Information of Respondents 26
4.2 Analysis of Research Questions 27
4.3 Summary of the Major Findings 31

CHAPTER FIVE: DISCUSSION OF FINDINGS, SUMMARY, CONCLUSION

AND RECOMMENDATIONS

5.0 Introduction 33
5.1 Discussion of Findings 33
5.2 Conclusions 37
5.3 Educational Implications of the Findings 38
5.4 Recommendations 41
5.5 Limitations of the Study 43

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5..6 Suggestions for Further Studies 44
References 47
Appendix 49

viii
ABSTRACT
This study investigated the knowledge and attitude of secondary school students in
Shomolu Local Government Area, Lagos State, Nigeria, towards environmental
conservation, aimed to address gaps in environmental education amid urban challenges
like pollution and poor waste management. The purpose of the study was to evaluate
students’ understanding of key environmental issues and conservation practices,
determine their attitudes and willingness to engage in pro-environmental behaviors,
identify factors influencing their perceptions, and recommend strategies to enhance
environmental awareness. Guided by the Environmental Education Theory (Hungerford
and Volk, 1990), a descriptive survey design was employed, with data collected from
200 senior secondary biology students using a structured questionnaire featuring
multiple-choice, true/false, and Likert-scale items. Findings revealed that 89.0% of
students demonstrated average to high knowledge level, particularly in waste
management and pollution control, though 11.0% exhibited low knowledge, indicating
educational gaps. Students showed positive attitudes towards environmental protection
and recycling, but varied concern for climate change suggested limited engagement
with global issues. School programs and social media were the primary influences,
followed by family support. Students strongly endorsed interactive teaching methods
and hands-on activities to boost awareness. Recommendations include integrating
environmental education across curricula, establishing eco-clubs, leveraging digital
media, and partnering with environmental organizations to foster practical engagement.
These findings provided insights for educators and policymakers to strengthen
environmental education, and contribute to sustainable development.

Keywords: Assessing, Knowledge, Attitude, Environmental Conservation.

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 CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Environmental conservation is a critical issue worldwide, especially in urban areas like

Lagos State, Nigeria, where rapid urbanization, industrialization, and population

growth have placed immense pressure on natural resources. The degradation of the

environment due to pollution, deforestation, improper waste disposal, and climate

change necessitates the urgent need for sustainable conservation practices. However,

the success of these conservation efforts largely depends on the level of knowledge and

attitude of individuals, particularly secondary school students, who represent the future

stewards of the environment.

Lagos State, being the commercial hub of Nigeria, faces numerous environmental

challenges, including poor waste management, air and water pollution, flooding, and

loss of biodiversity. Despite government policies and initiatives aimed at environmental

sustainability, issues such as lack of awareness, inadequate enforcement of

environmental laws, and poor public participation continue to hinder progress.

Secondary school students, as young and impressionable members of society, play a

crucial role in shaping the future of environmental conservation. Their knowledge,

attitudes, and behaviors towards the environment will determine the extent to which

sustainable practices are adopted in the long run.

Environmental education has been integrated into the Nigerian school curriculum by

Nigerian Educational Research and Development Council (NERDC) to equip students

with the necessary knowledge and skills to address environmental problems. However,

the effectiveness of this education in fostering a positive attitude towards

1
environmental conservation remains unclear. While some students demonstrate

awareness and commitment to sustainability, others show apathy or engage in practices

that contribute to environmental degradation. Various factors, including socio-

economic background, school curriculum, parental influence, media exposure, and

government policies, may shape students' attitudes and knowledge about environmental

conservation.

Assessing the knowledge and attitude of secondary school students towards

environmental conservation in Lagos State is essential in identifying gaps in

environmental education and awareness. Understanding students' perceptions,

awareness levels, and behavioral tendencies will provide valuable insights for

policymakers, educators, and environmental organizations. By evaluating the

effectiveness of current educational programs and initiatives, necessary improvements

can be made to enhance students’ engagement in environmental conservation practices.

This study, therefore, examined the level of knowledge and attitude of secondary

school students towards environmental conservation in Lagos State. It explored the

factors influencing their perceptions and behaviors while providing recommendations

for strengthening environmental awareness and education among young learners.

Through this research, a deeper understanding of students’ roles in environmental

sustainability was gained, ultimately contributing to a more environmentally

responsible society.

1.2 Statement of the Problem

Environmental degradation is a pressing issue in Lagos State, Nigeria, due to rapid

urbanization, industrial activities, deforestation, improper waste disposal, and pollution.

2
Despite efforts by government agencies and environmental organizations to promote

sustainable practices, the rate of environmental destruction remains high. This raises

concerns about the effectiveness of environmental education and awareness programs,

particularly among young people who will be responsible for future conservation

efforts.

Secondary school students play a crucial role in environmental conservation, yet there

is a gap in understanding how much they know about environmental issues and the

extent to which they exhibit positive attitudes toward conservation. Studies have shown

that environmental awareness does not always translate into responsible behavior.

While some students are knowledgeable about environmental issues, they may lack the

motivation to engage in sustainable practices. Others may have a limited understanding

of conservation concepts due to inadequate exposure in their school curriculum or

socio-cultural influences.

Moreover, there is insufficient research focusing on the specific attitudes and

knowledge levels of secondary school students in Lagos State regarding environmental

conservation. Without empirical data, it becomes difficult for educators, policymakers,

and environmental agencies to develop targeted interventions to enhance students’

engagement in sustainability efforts.

This study sought to fill this gap by assessing the knowledge and attitude of secondary

school students towards environmental conservation in Lagos State. It explored the

factors influencing their perceptions and behaviors, identify possible barriers to

effective conservation practices, and provide recommendations to improve

environmental education and awareness initiatives. The findings of this study were

3
instrumental in developing strategies to foster a culture of environmental responsibility

among students, thereby contributing to the broader goal of sustainable development.

1.3 Purpose of the Study

The aim of this research was to assess the knowledge and attitudes of secondary school

students in Shomolu Local Government Area of Lagos State towards environmental

conservation.

The specific objectives are to:

1. Evaluate the level of knowledge secondary school students possess regarding key

environmental issues, conservation practices, and the importance of environmental

sustainability.

2. Determine the attitudes of secondary school students towards environmental issues

and conservation efforts, including their beliefs, values, and willingness to engage in

pro-environmental behaviors.

3. Identify the factors that may hinder effective environmental stewardship among

secondary school students.

4. Provide recommendations for educational interventions and strategies to enhance

environmental awareness and promote positive attitudes towards conservation among

Secondary school students.

1.4 Research Questions

These research questions guided the investigation into assessing the knowledge and

attitudes of secondary school students towards environmental conservation.

4
 1. What is the current level of knowledge among secondary school students

regarding environmental conservation practices?

2. What are the attitudes of secondary school students towards environmental

issues and conservation efforts?

3. What factors influence students’ knowledge and attitudes towards environmental

conservation?

4. How can educational strategies be adapted to improve environmental awareness

and promote conservation efforts among secondary school students?

1.5 Significance of the Study

The significance of this study lies in its potential to raise awareness and improve the

understanding of environmental conservation practices among secondary school

students. As future leaders and stewards of the environment, it is critical for students to

develop positive attitudes and knowledge about environmental issues. By assessing

their awareness and attitudes, the study provided valuable insights into the existing

gaps in knowledge and perceptions about environmental conservation. This, in turn,

informed the development of educational programs, curricula, and campaigns that

foster environmentally responsible behaviors among young people.

This research contributed to understanding the effectiveness of secondary school

environmental education programs. By assessing the knowledge and attitudes of

students, the study identified gaps in environmental education and provided valuable

insights for curricular improvements. This research assisted in determining whether

current programs meet these expectations and where improvements may be needed.

5
Environmental malpractices such as illegal logging, pollution, and waste dumping

threaten biodiversity and ecosystems in Lagos. By studying students' knowledge and

attitudes, the research identified potential contributors to malpractices among young

people and suggested measures to promote accountability and sustainability.

The findings can help educators and policymakers develop effective strategies and

programs for promoting environmental awareness and responsible behavior among

secondary school students. This can have broader implications for environmental

conservation efforts at the community and national levels.

1.6 Scope of the Study

The scope of this study was limited to secondary school students within Lagos State,

Nigeria. The study focused on assessing the knowledge and attitudes of students

towards environmental conservation, specifically examining their awareness of key

environmental issues, such as waste management, climate change, deforestation, and

pollution. The sample consisted of students from various schools at different levels

(Senior secondary). Data was collected through surveys within the academic year

[2024-2025]. The research does not extend to other groups, such as primary school

students, teachers, or the broader community.

Similarly, the study focused on students' self-reported knowledge and attitudes, with no

direct observation of actions outside the school context. While the study examined

attitudes and knowledge in general, it did not explore specific academic subjects in

depth, such as science or geography classes, unless they are directly related to

environmental education.

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By focusing on secondary school students, this research aimed to shed light on a critical

age group, as secondary school years are foundational for shaping long-term values and

attitudes.

The findings of this study have implications for enhancing environmental education

programs and policies aimed at fostering a culture of sustainability and conservation

among the youth.

1.7 Operational Definition of Terms

1. Environmental Conservation

Environmental conservation refers to the protection, preservation, management, and

restoration of natural resources, ecosystems, and biodiversity. It involves the

responsible use of resources to prevent their depletion or degradation and ensure that

they remain available for future generations. In the context of this study, environmental

conservation includes practices such as waste management, pollution control,

deforestation prevention, and sustainable resource use.

2. Attitude Towards Environmental Conservation

Attitude towards environmental conservation refers to the set of beliefs, feelings, and

values that an individual holds regarding the environment and its preservation. It

involves an individual’s perspective on environmental issues and their willingness to

engage in behaviors that promote environmental sustainability. In this study, attitude

includes students’ perceptions of the importance of conservation efforts and their

readiness to adopt eco-friendly behaviors.

3. Knowledge of Environmental Conservation

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Knowledge of environmental conservation refers to the understanding and awareness of

environmental issues, sustainability practices, and the role individuals play in

protecting the environment. This includes knowledge of concepts such as climate

change, pollution, biodiversity loss, waste management, and resource conservation. In

this study, knowledge was measured through the students' ability to recall facts and

concepts related to environmental conservation.

4. Secondary School Students

Secondary school students refer to individuals who are enrolled in formal education at

the secondary level, typically between the ages of 12 and 18. In this study, secondary

school students refer to those attending public and private secondary schools in Lagos

State, Nigeria, within the academic year [2024-2025].

5. Sustainable Practices

Sustainable practices are actions or behaviors aimed at minimizing negative impacts on

the environment. These practices include reducing waste, recycling, conserving energy,

using renewable resources, and protecting natural habitats. In the context of this study,

sustainable practices refer to behaviors that secondary school students engage in, such

as recycling, reducing waste, and using resources responsibly.

6. Environmental Education

Environmental education is the process of teaching individuals, especially students,

about environmental issues, conservation strategies, and sustainable practices. It

involves equipping learners with the knowledge and skills necessary to understand and

address environmental challenges. In this study, environmental education refers to the

8
curriculum and activities provided in secondary schools to enhance students’ awareness

and attitudes toward environmental issues.

7. Socio-economic Background

Socio-economic background refers to the social and economic factors that influence an

individual's life, including family income, education level, and occupation of the

parents or guardians. In this study, socio-economic background is considered as a

potential factor influencing students’ attitudes and knowledge regarding environmental

conservation.

8. Behavioral Intentions

Behavioral intentions refer to the likelihood that an individual will engage in a specific

behavior in the future. In the context of environmental conservation, it is the intention

of secondary school students to engage in eco-friendly behaviors such as recycling,

reducing waste, conserving water, and supporting sustainable practices.

9. Environmental Stewardship

Environmental stewardship refers to the responsibility of individuals and communities

to manage and protect the environment. It involves proactive efforts to preserve natural

resources, reduce pollution, and prevent environmental degradation. In this study,

environmental stewardship refers to the behaviors and attitudes of secondary school

students towards actively conserving the environment and advocating for sustainability.

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 CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Introduction

This chapter deals with the identification of documents containing information relevant

to the knowledge and attitude of secondary school students towards environmental

conservation, hence literature review was discussed under the following subheadings:

1. Conceptual Framework

 The concept of Environmental conservation.

 Implications for Environmental Conservation Education.

 Educational Strategies for Improving Environmental Awareness.

2. Theoretical Framework

 The Environmental Education Theory

3. Review of Empirical Studies

2.1 Conceptual Framework

The Concept of Environmental Conservation

This involves the sustainable management and protection of natural resources to

maintain ecological balance and ensure the well-being of present and future

10
generations. In Lagos state, this may include efforts to address urban environmental

challenges such as waste management, tree planting and pollution control.

Environmental conservation refers to the sustainable use and management of natural

resources to prevent environmental degradation and promote ecological stability (Singh

& Gupta, 2020). It involves efforts such as afforestation, waste management, pollution

control, and climate change mitigation. Schools play a significant role in imparting

environmental knowledge and fostering responsible attitudes (UNESCO, 2021).

Importance of Environmental Conservation among Students

Environmental conservation is a pressing global issue, and secondary school students

play a pivotal role in shaping a sustainable future. As young individuals who will

inherit and manage environmental resources, their knowledge, attitudes, and behaviors

toward conservation have long-term implications for environmental sustainability.

Educating students about conservation equips them with the necessary skills and

awareness to make informed decisions and take responsible actions to protect the

environment.

1. Future Policymakers and Leaders

Secondary school students represent the next generation of policymakers, scientists,

educators, and environmental activists. Educating them about environmental

conservation at an early stage ensures that they develop the knowledge and values

required to implement sustainable policies and practices in their professional and

personal lives.

 Long-term Policy Impact: Exposure to conservation principles helps students

develop a strong foundation for environmental advocacy, leading to better

11
 decision-making in government, business, and non-profit sectors (Bamberg &

Möser, 2021).

 Leadership in Sustainability Initiatives: Many students who engage in

conservation programs during their school years go on to lead environmental

campaigns, community projects, and scientific research focused on

sustainability.

2. Lifelong Environmental Behaviors

Early exposure to conservation principles significantly influences students' attitudes

and habits, promoting lifelong environmental responsibility. Studies have shown that

environmental education at a young age increases the likelihood of adopting pro-

environmental behaviors in adulthood (Ajiboye & Silo, 2022).

 Sustainable Lifestyles: Students who learn about waste reduction, energy

conservation, and responsible consumption are more likely to continue

practicing these behaviors throughout their lives.

 Behavioral Change and Advocacy: When students internalize conservation

values, they are more likely to advocate for sustainable policies and influence

their peers and communities to take action.

3. Change Agents in Families and Communities

Students do not only learn about conservation for themselves but also serve as

catalysts for change within their families and communities. Their knowledge and

enthusiasm can inspire others to adopt more sustainable practices.

 Influencing Family Decisions: Students who understand the importance of

conservation often encourage their families to adopt environmentally friendly

12
 habits such as recycling, water conservation, and reducing plastic waste

(Kollmuss & Agyeman, 2019).

 Community Engagement: Many school-based environmental programs

encourage students to participate in clean-up drives, afforestation projects, and

awareness campaigns, making them active contributors to local conservation

efforts.

4. Fostering Sustainable Lifestyles and Decision-Making

A well-informed student population ensures that future generations make decisions that

prioritize environmental sustainability. Education on conservation instills critical

thinking and problem-solving skills that help students address environmental

challenges effectively.

 Economic and Social Impact: Sustainable decision-making benefits not only the

environment but also economic and social structures. For instance, students who

understand the impact of deforestation may support policies that promote

sustainable agriculture and urban planning.

 Ethical and Moral Responsibility: Environmental education fosters a sense of

stewardship and responsibility, encouraging students to make ethical choices

that protect the planet for future generations (Steg & Vlek, 2020).

Knowledge of Environmental Conservation

This refers to the awareness and understanding of environmental issues such as waste

management, deforestation and pollution. It includes factual information about the

causes, effects and solutions to these problems. In the context of Lagos State,

13
knowledge may also encompass local environmental challenges like flooding, air

pollution and improper waste disposal.

Attitude towards Environmental Conservation

This represents the beliefs, feelings, predisposition that students have towards

environmental conservation. It includes their willingness to participate in conservation

activities, their perception on the importance of protecting the environment and their

sense of responsibility towards addressing environmental issues.

Factors Influencing Knowledge and Attitude Towards Environmental

Conservation
The knowledge and attitude of secondary school students toward environmental

conservation are shaped by multiple factors, including educational exposure, parental

and community influence, media and technology, and government policies.

Understanding these factors is crucial for developing effective strategies to enhance

environmental awareness and promote sustainable behaviors.

1. Educational Exposure
Schools play a fundamental role in shaping students’ environmental knowledge and

attitudes. The extent to which environmental education is integrated into the curriculum

directly impacts students’ awareness and engagement with conservation efforts.

 Curriculum Design: Schools that incorporate environmental topics into subjects

such as science, geography, and social studies help students develop a

foundational understanding of conservation principles (UNESCO, 2021).

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  Practical Learning: Experiential learning, such as field trips, eco-clubs, and

hands-on conservation projects, fosters greater awareness and reinforces

classroom knowledge (Kollmuss & Agyeman, 2019).

 Teacher Competency: Well-trained educators with expertise in environmental

education can effectively communicate key concepts and inspire students to

adopt pro-environmental behaviors.

2. Parental and Community Influence

The home and community environments significantly influence students' attitudes

toward environmental conservation. Parents, guardians, and community leaders serve

as role models in shaping sustainable behaviors.

 Family Practices: Households that engage in waste reduction, recycling, and

energy conservation create an environment where children learn sustainable

habits early on (Bamberg & Möser, 2021).

 Cultural and Religious Beliefs: Some cultures and religious teachings emphasize

respect for nature and responsible resource use, positively shaping students’

conservation attitudes (Steg & Vlek, 2020).

 Community Programs: Involvement in local environmental initiatives, such as

community clean-up drives, tree-planting activities, and climate action

campaigns, fosters a sense of responsibility among students.

3. Media and Technology

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The digital age has transformed how students access information about environmental

conservation. Media platforms and technological tools play a vital role in raising

awareness and influencing attitudes.

 Social Media Campaigns: Platforms like Instagram, Twitter, and TikTok provide

engaging content on sustainability, climate change, and conservation efforts,

reaching a wide audience (Singh & Gupta, 2020).

 Documentaries and Films: Educational programs and nature documentaries,

such as those by National Geographic and BBC Earth, offer in-depth insights

into environmental issues, inspiring students to take action.

 Educational Apps and Games: Interactive applications and gamified learning

tools enhance environmental knowledge through simulations, quizzes, and

challenges related to conservation practices.

4. Government Policies and School Programs

Policies at the national and institutional levels influence how students learn about

environmental conservation and the behaviors they adopt.

 Environmental Education Policies: Governments that mandate environmental

studies in school curricula ensure that students receive structured and systematic

knowledge on sustainability (Ajiboye & Silo, 2022).

 School Initiatives: Schools that implement eco-friendly policies, such as banning

plastic use, promoting waste segregation, and adopting renewable energy

sources, create a sustainability-conscious learning environment.

 National and Global Conservation Programs: Participation in programs like the

United Nations’ Sustainable Development Goals (SDGs) or national

16
 conservation campaigns enhances students’ engagement in real-world

environmental issues.

Implications for Environmental Conservation Education

1. The development of interactive and experiential learning methods for

environmental education.

2. The integration of environmental studies into school curricula at all educational

levels.

3. The promotion of community-based conservation programs that involve

students.

4. The use of media and digital tools to enhance awareness among youth (Singh &

Gupta, 2020).

Educational Strategies for Improving Environmental Awareness

1. Integration of Environmental Education into the Curriculum

 Incorporate environmental topics in subjects such as science, geography,

and social studies.

 Develop specialized environmental studies programs at all educational

levels.

2. Experiential and Outdoor Learning

 Organize field trips to conservation sites, wildlife reserves, and recycling

plants.

 Conduct hands-on activities like tree planting, waste segregation, and

clean-up drives.

3. Project-Based and Inquiry-Based Learning

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  Encourage students to research and work on local environmental issues.

 Promote sustainability projects such as school gardens and composting

programs.

4. Use of Digital Tools and Media

 Leverage educational videos, documentaries, and interactive apps for

environmental learning.

 Utilize social media platforms for awareness campaigns and student

engagement.

5. Eco-Clubs and Student-Led Initiatives

 Establish eco-clubs to encourage peer learning and leadership in

environmental activities.

 Involve students in advocacy campaigns and school-wide sustainability

programs.

Finally, the framework posit that students knowledge of environmental issues

influences their attitudes which in turn shapes their behaviors toward environmental

conservation. A positive attitude, supported by adequate knowledge is likely to lead to

pro-environmental behaviors such as recycling , reducing waste and advocating for

sustainable practices.

2.2 Theoretical framework

This study is guided by the Environmental Education Theory.

Environmental Education Theory (Hungerford and Volk, 1990):

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This theory emphasizes the importance of environmental education in fostering

responsible environmental behavior. According to Hungerford and Volk, environmental

education should focus on three key components:

 Entry-level variable: These include foundational knowledge and

awareness of environmental issues. For secondary school students in

Lagos state, this involves understanding local environmental challenges

such as waste management and air pollution.

 Ownership variable: These involve developing a sense of personal

investment and responsibility toward the environment. This includes

fostering positive attitudes, values, and a sense of empowerment to take

action.

 Empowerment variable: These focus on equipping individuals with the

skills and motivation to take action. For students, thisinvolves

participating in school-based environmental clubs, community clean-up

services or advocacy campaigns.

This Theory posit that effective environmental education should move beyond

knowledge dissemination to empower individuals to take meaningful action.

2.3 Review of Empirical Studies

Okonkwo (2021) examined how environmental education influences pro-environmental

behavior among secondary school students in Lagos State, Nigeria. The study used a

mixed-methods approach, involving surveys and interviews with 550 students. Findings

indicated that while students had moderate knowledge of environmental issues, their

actual engagement in conservation activities was low. The study identified inadequate

19
environmental education, lack of practical conservation programs, and limited

government support as major barriers. The authors recommended more interactive and

experiential learning approaches, such as field trips, environmental clubs, and

community-based conservation initiatives, to improve students’ knowledge and

participation in sustainability efforts.

Mutisya (2020) carried out a study to evaluate the knowledge and attitudes of

secondary school students towards environmental conservation in Lagos State, Nigeria.

A survey of 450 students across different schools revealed that while most students

were aware of major environmental issues such as pollution and deforestation, their

level of knowledge about specific conservation strategies was limited. The study also

found that students’ attitudes towards conservation were influenced by socio-economic

background, with students from higher-income families showing greater engagement in

eco-friendly practices. The researchers suggested incorporating hands-on

environmental conservation activities, such as tree planting and recycling programs,

into the school curriculum to enhance student participation.

2.4 Summary of Literature Review

The reviewed literature provided a comprehensive understanding of the factors

influencing secondary school students' knowledge and attitudes toward environmental

conservation. Studies have consistently highlighted the importance of environmental

education, media exposure, and peer influence in shaping students' awareness and

attitudes. Key findings from the reviewed studies include:

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Knowledge Levels: Students in urban schools generally exhibit higher environmental

knowledge compared to their rural counterparts, though gaps remain in understanding

critical concepts like climate change and waste management.

Attitudes: Students generally hold positive attitudes toward environmental

conservation, but their willingness to take action is often hindered by perceived barriers

such as lack of resources and support.

Influencing Factors: School curriculum, teachers' enthusiasm, media exposure, and peer

influence play significant roles in shaping students' environmental awareness and

attitudes.

Educational Strategies: Participation in school-based environmental clubs and

community-based programs has been shown to significantly improve students'

knowledge and attitudes, fostering a sense of responsibility and empowerment.

CHAPTER THREE
RESEARCH METHODOLOGY

3.0 Introduction

In this chapter, the processes and procedures that were followed in carrying out the

study were discussed. It included the research design, area of the study, population of

21
the study, sampling and sampling techniques, instrumentation, validation, methods of

data collection and analysis.

3.1 Research Design

This study adopted a descriptive survey research design to assess the knowledge and

attitudes of secondary school students towards environmental conservation in Lagos

State. A descriptive survey is appropriate for studies that aim to systematically collect

and analyze data from a population to describe characteristics, trends, and relationships

(Creswell, 2014). This design allowed the researcher to obtain a broad understanding of

students’ awareness and perceptions of environmental conservation.

3.2 Area of Study

The geographical location of this study was Shomolu Local Government area of Lagos

State, Nigeria. This location was chosen because of the proximity and because it was

located in an educationally advantaged state.

3.3 Population of the Study

The population of this study comprised senior secondary school students in Shomolu

Local government Area Lagos State. This includes students from both public and

private schools, ensuring representation from diverse socio-economic backgrounds.

According to Best and Kahn (2016), selecting a well-defined population enhances the

generalization of research findings.

3.4 Sample and Sampling Techniques

A sample of 200 students was selected using a stratified random sampling technique.

Stratification was based on school type (public/private), gender, and academic level

(SS1–SS3) to ensure balanced representation. Within each stratum, simple random

22
sampling was employed to minimize bias and improve generalization (Fraenkel &

Wallen, 2019).

3.5 Research Instrument

The primary instrument for data collection was a structured Questionnaire designed to

assess students' knowledge and attitude towards environmental conservation. The

instrument consisted of two sections; A and B. Section A elicited personal information

of the respondents while section B consisted of multiple-choice questions, true/false

questions, and Likert-scale items to ensure a comprehensive evaluation.

The MCQs and true/false questions assessed student’s knowledge of environmental

issues, while the Likert-scale items measured their attitudes, concerns and willingness

to engage in conservation efforts.

3.6 Validity of the Instrument

To ensure content validity, the questionnaire was validated by the project supervisor

and experts in Science Education. This validation helped determine that the instrument

adequately measured knowledge and attitude towards environmental conservation.

3.7 Reliability of the Instrument

. A pilot test was conducted with 20 students, and responses were analyzed to ensure

that the instrument produces consistent and stable results over time.

The reliability of the questionnaire was tested using Cronbach’s alpha coefficient to

determine internal consistency. According to Tavakol and Dennick (2011), a

Cronbach’s alpha value of 0.7 or higher is generally considered acceptable for

reliability.

3.8 Method of Data Collection

23
Prior to data collection, permission was obtained from relevant school authorities. The

questionnaire was administered to students in both private and public schools.

Guildlines were given to the students before their responses and all questionnaires were

collected on spot.

Participants were informed about the confidentiality and anonymity of their responses,

and their participation was voluntary, with the option to withdraw at any stage. Ethical

research practices, as recommended by Creswell and Creswell (2018), was strictly

adhered to.

3.9 Method of Data Analysis

The collected data was analyzed using Descriptive statistics (percentages, mean,

median, mode and standard deviation) to summarize students’ knowledge levels and

attitudes towards environmental conservation. Findings were presented in tablesfor

clarity, with interpretations linked to existing literature on environmental education.

CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION OF RESULTS
4.0 Introduction
This chapter presents the findings on assessing the knowledge and attitudes of
secondary school students in the Shomolu Local Government Area of Lagos State
towards environmental conservation. The analysis was based on the responses from two
hundred (200) biology students.
4.1 Demographics Information
Table 1: School type distribution of respondents
School type Frequency Percentage
Private 80 40.0
Public 120 60.0

24
Table 1 shows the school type distribution of the respondents. It indicated that 40.0%
were in Private schools and 60.0% in public schools, with public schools having the
highest representation.

Table 2: Class distribution of respondents

Class Level Frequency Percentage
SS1 40 20.0
SS2 82 41.0
SS3 78 39.0
Table 2 shows the updated class distribution of the respondents. It indicated that 20.0%
were in SS1, 41.0% in SS2, and 39.0% in SS3, with SS2 still having the highest
representation and SS1 the lowest.

Table 3: Gender distribution of respondents

Gender Frequency Percentage
Male 93 46.5
Female 107 53.5
Table 3 shows the gender distribution of the respondents. It indicated that 46.5% were
male and 53.5% were female, with a slightly higher representation of females.
Table 4: Age range distribution of respondents
Age range Frequency Percentage
12 - 14 100 50.0
15 - 18 100 50.0
Table 4 shows the age distribution of the respondents. It indicated that 50.0% were
aged 12–14 years, also 50.0% were aged 15–18 years.

4.2 Analysis of Research Questions

Research Question 1: What is the current level of knowledge among secondary school
students regarding environmental conservation practices?
Table 5: Descriptive Statistics for Environmental Conservation Knowledge Assessment
Measure Value
Sample Size (N) 200

25
 Mean Score 5.74
Standard Deviation 1.12
Minimum Score 3
Maximum Score 8
Mean Percentage 71.8%
25th Percentile 5.00
50th Percentile (Median) 6.00
75th Percentile 7.00

Table 6:Distribution of Environmental Conservation Knowledge Levels

Knowledge Level Score Range Number of Students Percentage
High Knowledge 80-100% 68 34.0%
Average Knowledge 60-79% 110 55.0%
Low Knowledge 0-59% 22 11.0%
Total 200 100.0%
Based on percentage scores, participants were classified into three knowledge levels.
Tables 5 and 6 presents the descriptive analysis of the respondents' environmental
conservation knowledge. Table 5 showed that students demonstrated high knowledge
levels with a mean score of 5.74 out of 8 (SD = 1.12), indicating above-average
knowledge of environmental conservation practices. Table 6 showed that the majority
of students (89.0%) possessed average to high knowledge levels, with the largest
proportion (55.0%) demonstrating average knowledge, followed by 34.0% showing
high knowledge, while only 11.0% exhibited low knowledge levels.

Research Question 2: What are the attitudes of secondary school students towards
environmental issues and conservation efforts?
Table 7: Descriptive Statistics on Students’ Attitudes Toward Environmental Issues
and Conservation Efforts
Item SA A N D S Mean SD
D
I believe that protecting the environment 158 42 0 0 0 4.79 0.41

26
 should be a top priority for everyone.
I think students should play a role in adv 40 87 73 0 0 3.87 0.63
ocating for environmental protection.
I believe recycling waste materials is an e 102 74 24 0 0 4.38 0.71
ffective way to reduce pollution
I am concerned about the effects of clima 64 56 43 28 9 3.69 1.18
te change on the future of our planet.
I believe my school is doing enough to ed 96 73 31 0 0 4.32 0.74
ucate students about environmental cons
ervation.
Weighted mean = 4.21
Likert scale: 5 = Strongly Agree (SA), 4 = Agree (A), 3 = Neutral (N), 2 = Disagree
(D), 1 = Strongly Disagree (SD)
The result showed that secondary school students held positive attitudes toward
environmental issues and conservation. Most students strongly agreed that protecting
the environment is a top priority (M = 4.79, SD = 0.41) and support recycling as a
pollution-reduction strategy (M = 4.38, SD = 0.71). They also believe their school
contributes adequately to environmental education (M = 4.32, SD = 0.74). While
students generally support their role in environmental advocacy (M = 3.87, SD = 0.63),
concern about climate change showed more varied responses (M = 3.69, SD = 1.18),
indicating room for deeper engagement on global environmental issues.

Research Question 3: What factors influence students’ knowledge and attitudes

towards environmental conservation?
Table 8: Descriptive Statistics on Factors Influencing Students’ Knowledge and
Attitudes Toward Environmental Conservation
Item S A N D S Mean SD
A D
I have learned most of what I know about 93 78 29 0 0 4.28 0.64
environmental issues from school
programs
I think social media and the internet have 89 66 36 0 9 4.15 1.00

27
 influenced my views on environmental
conservation
My peers and friends influence my interest 65 56 44 28 7 3.71 1.14
in environmental conservation
My family encourages environmentally 80 67 44 9 0 4.08 0.87
friendly habits at home
News and documentaries have 74 67 46 13 0 3.96 0.85
significantly influenced my awareness of
environmental issues
Weighted mean = 4.04
Likert scale: 5 = Strongly Agree (SA), 4 = Agree (A), 3 = Neutral (N), 2 = Disagree
(D), 1 = Strongly Disagree (SD)
The result indicated that school programs (M = 4.28, SD = 0.64) and social
media/internet (M = 4.15, SD = 1.00) are the most influential factors on students'
environmental knowledge and attitudes. Family support (M = 4.08) and media exposure
(M = 3.96) also contributed significantly. Peer influence ranked lowest (M = 3.71, SD
= 1.14), suggesting it plays a more variable role among students.

Research Question 4: How can educational strategies be adapted to improve

environmental awareness and promote conservation efforts among secondary school
students?
Table 9: Descriptive Statistics on Strategies to Improve Environmental Awareness and
Promote Conservation Efforts
Item SA A N D S Mean SD
D
Environmental education should be integ 98 76 26 0 0 4.33 0.66
rated into all school subjects.
Teachers should use interactive methods l 114 82 4 0 0 4.51 0.50
ike games, experiments, and projects to te
ach environmental topics.
Using digital media (videos, games, apps) 83 72 45 0 0 4.21 0.68

28
 can make learning about environmental i
ssues more engaging.
Incorporating more hands-on environme 110 76 13 0 1 4.48 0.64
ntal activities (e.g., tree planting) in the sc
hool curriculum would improve understa
nding
I believe environmental education needs t 81 62 39 12 6 4.01 1.04
o be included in our school curriculum.
Weighted mean = 4.31
Likert scale: 5 = Strongly Agree (SA), 4 = Agree (A), 3 = Neutral (N), 2 = Disagree
(D), 1 = Strongly Disagree (SD)
The result showed that students strongly support adapting educational strategies to

enhance environmental awareness. Interactive teaching methods (M = 4.51, SD = 0.50)

and hands-on activities (M = 4.48, SD = 0.64) were most favoured, followed by

integrating environmental education across subjects (M = 4.33) and using digital media

(M = 4.21). While students also support formal inclusion of environmental education in

the curriculum (M = 4.01, SD = 1.04), responses were more varied, suggesting

differing views on how this should be implemented.

4.3 Summary of the Major Findings

This research provided a comprehensive assessment of the knowledge and attitudes of s

econdary school students in the Shomolu Local Government Area of Lagos State towar

ds environmental conservation. The study employed a descriptive survey design with a

sample of 200 biology students across SS1-SS3 levels, utilizing structured questionnair

es to evaluate environmental knowledge, attitudes, influencing factors, and preferred ed

ucational strategies. Theoretically grounded in the Environmental Education Theory (H

ungerford and Volk, 1990), the research addressed critical gaps in understanding how N

29
igerian secondary school students perceive and engage with environmental conservatio

n issues. The study's significance lies in its potential to inform educational policy and c

urriculum development in a region facing severe environmental challenges, including p

oor waste management, air and water pollution, flooding, and biodiversity loss.

The findings revealled encouraging results regarding students' environmental conservati

on knowledge and attitudes, with 89.0% of participants demonstrating average to high k

nowledge levels and overwhelmingly positive attitudes toward environmental protectio

n and conservation efforts. School programs emerged as the most influential factor shap

ing students' environmental perspectives, followed by social media and internet exposur

e, highlighting the evolving role of digital platforms in environmental education. Stude

nts demonstrated strong preferences for interactive teaching methods and hands-on envi

ronmental activities,supporting recommendations for experiential learning approaches t

hat move beyond traditional classroom instruction. While the research indicated substa

ntial progress compared to earlier studies that found only moderate knowledge levels an

d low practical engagement, the variation in climate change concern and the 15% of stu

dents with low knowledge levels suggest a continued need for targeted interventions to

ensure comprehensive environmental literacy among all students, regardless of socio-ec

onomic background.

30
 CHAPTER FIVE
DISCUSSION OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction

This chapter presents the discussion of research findings, conclusions, and

recommendations for further studies. The study aimed to assess the knowledge and

attitudes of secondary school students in the Shomolu Local Government Area of

Lagos State towards environmental conservation.

5.1 Discussion of Findings

Current Level of Environmental Conservation Knowledge

The findings revealed that secondary school students possess relatively high levels o

f environmental conservation knowledge, with a mean score of 5.74 out of 8 (SD =

1.12) and 89.0% demonstrating average to high knowledge levels. This result contra

sts with previous research in similar contexts, particularly Okonkwo's (2021) study,

which found only moderate knowledge levels among secondary school students in L

agos State, Nigeria. The higher knowledge levels observed in the current study may

reflect improvements in environmental education delivery or variations in study pop

ulations and methodological approaches. However, the findings that 55.0% of stude

nts demonstrated only average knowledge levels aligns with Mutisya's (2020) obser

vation that while students are aware of major environmental issues, their understandi

ng of specific conservation strategies remains limited.

The substantial proportion of students (34.0%) showing high knowledge levels is en

couraging and suggests that environmental education initiatives may be having a pos

itive impact. This finding partially addressed the concerns raised by both Okonkwo

(2021) and Mutisya (2020) regarding inadequate environmental education and limite

31
d knowledge of specific conservation strategies. However, the fact that 11.0% of stu

dents still exhibited low knowledge levels indicates that gaps remain in environment

al education delivery. This suggests the need for continued focus on the interactive a

nd experiential learning approaches recommended by Okonkwo (2021), such as envi

ronmental clubs and community-based conservation initiatives, to ensure all student

s achieve adequate knowledge levels regardless of their socio-economic background,

as highlighted by Mutisya (2020).

Student Attitudes Towards Environmental Issues and Conservation

The findings demonstrated that secondary school students maintain generally positiv

e attitudes toward environmental issues and conservation efforts, with strong agreem

ent on environmental protection priorities (M = 4.79, SD = 0.41) and support for rec

ycling initiatives (M = 4.38, SD = 0.71). These positive attitudes contrast with the i

mplementation gap identified by Okonkwo (2021), who found that despite students

having environmental knowledge, their actual engagement in conservation activities

remained low. The current study's finding that students believe their schools contrib

ute adequately to environmental education (M = 4.32, SD = 0.74) suggests some pro

gress in addressing the inadequate environmental education concerns raised in previ

ous research. However, the more moderate support for personal environmental advo

cacy roles (M = 3.87, SD = 0.63) may reflect the persistent barriers to practical enga

gement that Okonkwo (2021) identified.

The varied responses regarding climate change concern (M = 3.69, SD = 1.18) align

with Mutisya's (2020) findings about the influence of socio-economic background o

n environmental attitudes and engagement. This variability suggests that while stude

32
nts generally hold positive environmental attitudes, deeper engagement with global

environmental issues like climate change requires more targeted approaches. The res

ults support Mutisya's (2020) recommendation for incorporating hands-on conservat

ion activities into curricula, as positive attitudes provide a foundation for translating

knowledge into action through practical programs such as tree planting and recyclin

g initiatives that can bridge the attitude-behaviour gap identified in previous studies.

Factors Influencing Students' Environmental Knowledge and Attitudes

The findings revealed that school programs (M = 4.28, SD = 0.64) and social media/

internet (M = 4.15, SD = 1.00) emerge as the most influential factors shaping studen

ts' environmental knowledge and attitudes. This finding validated the emphasis plac

ed by both Okonkwo (2021) and Mutisya (2020) on the critical role of school-based

environmental education in developing student understanding and engagement. The

high influence of school programs aligns with Okonkwo's (2021) recommendation f

or more interactive and experiential learning approaches, suggesting that when effec

tively implemented, school-based initiatives can significantly impact student enviro

nmental perspectives. The prominence of social media and the internet as influential

factors represents a contemporary development not extensively explored in the revie

wed literature, indicating the growing importance of digital platforms in environmen

tal education and awareness among secondary school students.

The significant contributions of family support (M = 4.08) and media exposure (M =

3.96) corroborate Mutisya's (2020) findings regarding the influence of socio-econo

mic background on environmental attitudes, as family support often reflects househo

ld values and resources available for environmental engagement. The relatively low

33
er influence of peer factors (M = 3.71, SD = 1.14) with high variability suggests that

while peer influence exists, it may be inconsistent across different student groups or

contexts. These findings supportedthe literature's recommendations for multi-facete

d approaches to environmental education, combining the formal school programs

emphasized by both studies with recognition of the family and media influences that

Mutisya (2020) identified as important determinants of student environmental engag

ement and attitudes.

Adapting Educational Strategies for Improved Environmental Awareness

The findings demonstrated strong student support for adapting educational strategies

to enhance environmental awareness, with interactive teaching methods (M = 4.51,

SD = 0.50) and hands-on activities (M = 4.48, SD = 0.64) receiving the highest endo

rsement. These preferences directly align with the recommendations made by Okon

kwo (2021), who advocated for more interactive and experiential learning approache

s, including field trips, environmental clubs, and community-based conservation init

iatives to bridge the gap between knowledge and actual conservation behaviour. The

students' strong preference for hands-on activities also supports Mutisya's (2020) su

ggestion to incorporate practical conservation activities, such as tree planting and re

cycling programs, into school curricula, indicating that students themselves

recognize the value of experiential learning in environmental education.

The support for integrating environmental education across subjects (M = 4.33) and

using digital media (M = 4.21) reflects a comprehensive approach to environmental

education that extends beyond traditional classroom boundaries. This finding is parti

cularly relevant given the earlier identification of social media/internet as highly infl

34
uential factors in shaping ecological knowledge and attitudes. The more varied respo

nses regarding formal curriculum inclusion (M = 4.01, SD = 1.04) suggest that whil

e students support environmental education, they may prefer flexible implementatio

n approaches rather than rigid formal structures. These findings validated the literatu

re's emphasis on moving beyond traditional teaching methods and support the imple

mentation of the practical, interactive approaches recommended by both Okonkwo

(2021) and Mutisya (2020) as effective strategies for improving environmental awar

eness and conservation engagement among secondary school students.

5.2 Conclusion

The study assessed the knowledge and attitudes of secondary school students in

Shomolu Local Government Area of Lagos State towards environmental

conservation, revealing encouraging findings that demonstrate significant progress

in environmental education effectiveness. The research established that the majority

of students (89.0%) possess average to high levels of environmental conservation

knowledge, coupled with overwhelmingly positive attitudes toward environmental

protection and conservation efforts. School programs emerged as the primary

influence on students' environmental perspectives, while social media and digital

platforms represent emerging factors in shaping environmental awareness among

young people. The students' strong preference for interactive teaching methods and

hands-on environmental activities validates the theoretical frameworks employed

and supports the transition from traditional educational approaches to more

experiential learning models. However, the persistence of knowledge gaps among

11% of students and varied responses to global environmental issues like climate

35
change indicate that targeted interventions are still necessary to ensure

comprehensive environmental literacy across all socio-economic backgrounds.

These findings provided valuable insights for educators, policymakers, and

environmental organizations seeking to enhance environmental education programs

and foster a generation of environmentally responsible citizens capable of

addressing Lagos State's pressing environmental challenges, including waste

management, pollution control, and sustainable development initiatives.

5.3 Educational Implications of the Findings

Series of educational implications drawn directly from the findings related to

students’ knowledge and attitude towards environmental conservation can be used

to improve environmental awareness and engagement among secondary school

students.

Educational Implications derived from Current Level of Environmental

Conservation Knowledge

Educational strategies should incorporate critical thinking challenges, problem-

solving scenarios, and advanced topics within the curriculum to raise the general

"average" knowledge base. For instance, instead of just knowing what climate

change is, students should delve into its specific mechanisms, localized impacts, and

mitigation strategies.

An interdisciplinary approach is suggested where environmental concepts are woven

into various subjects. For example, Arts for Eco-friendly crafts, Literature for

environmental poetry and mathematics for data analysis on waste management.

36
 Educational Implications derived from Student Attitudes towards

Environmental Issues and Conservation

Curriculum and school programs should change from solely informing students

about problems to actively empowering them with the skills and confidence for

personal advocacy and collective action. This involves promoting student-led

initiatives, teaching practical environmental skills, and facilitating opportunities for

community engagement and activism.

Educators should be equipped to facilitate sensitive discussions around this topic,

acknowledging the emotional weight it carries for many students while focusing on

solutions and agency.

Educational Implications derived from Factors Influencing Students'

Environmental Knowledge and Attitude

Schools should strategically exploit and, where necessary, counterbalance the

influence of social media. This means designing robust and engaging school

environmental programs that are coherent and impactful. In addition, schools should

integrate media literacy skills into environmental education, teaching students how

to critically evaluate environmental information found online, identify

misinformation, and differentiate between credible and non-credible sources.

Reinforcing family support and media exposure, strategies should be developed to

engage parents and families in environmental education efforts. This could include

providing resources for sustainable practices at home, organizing family-oriented

environmental events, or sharing information that encourages environmental

discussions within the household. Schools could also recommend reputable media

37
sources such as documentaries, news outlets for students to follow for dependable

environmental information.

For strengthening peer influence, more opportunities should be created for peer-to-

peer learning and positive peer influence in environmental conservation. This could

include establishing stronger student environmental clubs, , peer mentoring

programs, leadership roles for eco-conscious students or designing group projects

where students learn from and influence each other's environmental behaviors and

attitudes.

Educational Implications derived from Adapting Educational Strategies for

Improved Environmental Awareness

Educators should prioritize and receive training in experiential and interactive

teaching methods. That is focusing more on project-based learning, outdoor

education, scientific investigations, community service projects, and real-world

problem-solving challenges related to environmental conservation and shifting away

from predominantly lecture-based approaches.

In embracing cross-curricular integration and digital media, interdisciplinary

collaboration should be fostered among teachers to weave environmental themes

throughout various subjects. This could involve developing cross-curricular units

where, for example, climate change is explored in science, its representation in

literature in English and its socio-economic impacts in social studies.

Furthermore, effectively integrate digital tools and platforms such as virtual field

trips, simulations and data analysis tools to enhance learning and engagement.

38
Addressing strategic curriculum inclusion, a clear and coherent strategy should be

created for formal environmental education within the curriculum. This could

involve a dedicated environmental studies course, that points to the need for a well-

structured spiral curriculum where environmental themes are revisited and rooted

across grades and subjects, ensuring progression and avoiding mere superficial

coverage. This formal integration should be meticulously planned to be engaging

and relevant, addressing the varied responses observed.

5.4 Recommendations

1. Educational institutions should implement interactive and experiential learnin

g programs to enhance environmental conservation knowledge among second

ary school students. This includes establishing environmental clubs,

organizing field trips to conservation sites, and integrating hands-on activities

such as tree planting and waste management projects into the curriculum.

2. School administrators and curriculum developers should integrate environme

ntal education across all subject areas rather than limiting it to science subject

s. This cross-curricular approach will reinforce environmental concepts and d

emonstrate their relevance in mathematics, social studies, language arts, and

other academic disciplines.

3. Educators should leverage digital media and technology platforms to improve

environmental awareness among students. Given that social media and the int

ernet significantly influence students' environmental perspectives, schools sh

39
 ould incorporate educational apps, online resources, and digital documentarie

s into their teaching strategies.

4. Schools should develop targeted interventions and remedial programs for stu

dents demonstrating low environmental knowledge levels. This includes impl

ementing peer tutoring systems, differentiated instruction strategies, and addit

ional support mechanisms to ensure all students achieve adequate environme

ntal literacy regardless of their socio-economic background.

5. Educational institutions should strengthen partnerships with local environme

ntal organizations, government agencies, and community groups to provide st

udents with real-world conservation experiences. These collaborations can of

fer mentorship opportunities and extend environmental learning beyond tradit

ional classroom boundaries.

6. Curriculum planners should enhance focus on global environmental issues an

d climate change awareness through specialised educational programs. Given

the varied student responses to climate change concerns, schools need compr

ehensive education initiatives that address global environmental challenges a

nd sustainable development goals.

5.5 Limitations of the study

Despite the significance and contributions of this study to understanding students'

knowledge and attitudes toward environmental conservation, it is important to

acknowledge certain limitations that affected the outcomes and generalization of the

findings.

40
1. Geographical Scope: The study was geographically restricted to Shomolu Local

Government Area in Lagos State. This narrow scope did not adequately represent

the broader population of secondary school students across other local governments

or states in Nigeria. As such, caution was exercised when attempting to generalize

the results beyond this localized context (Creswell, 2014). Factors such as cultural

differences, socioeconomic variations, environmental challenges, and educational

infrastructure in other regions led to differing levels of environmental awareness

among students.

1. Data Collection Method: The primary method of data collection involved

the use of self-reported questionnaires. While this method was useful for

gathering large amounts of data within a limited time-frame, it was prone to

certain biases, such as social desirability bias and recall bias. Students

overestimated their knowledge and provided responses that they perceived as

socially acceptable, rather than reflecting their true thoughts or behaviors

(Bryman, 2016).

2. Sample Size and Representation: The sample size, although sufficient for

statistical analysis, was relatively small and limited to selected private and public

secondary schools. This sampling constraint limited the diversity of opinions

captured, particularly excluding perspectives from students in rural communities not

represented in the selected schools.

3. Time and Financial Constraints: Time constraints and financial limitations also

posed challenges during data collection. Due to limited resources, follow-up

41
interviews or focus group discussions that could have provided deeper insights

could not be conducted

4. Lack of Longitudinal Perspective: The study did not consider longitudinal

trends. Environmental attitudes and knowledge may evolve over time due to

exposure to school curriculum, media influence, or personal experiences. However,

this study provided only a snapshot in time and does not account for such changes or

patterns.

In acknowledging these limitations, it is hoped that future research will build upon

the current study by addressing its constraints and expanding the scope to enhance

the robustness and applicability of findings.

5.7 Suggestions for Further Studies

In light of the findings and limitations identified in this study, several areas warrant

further exploration to deepen understanding and promote more effective strategies

for environmental education and conservation in Nigeria. The following

recommendations offer a road-map for future research endeavors:

1. Expansion to a Broader Geographical Scope

While this study focused solely on students within Shomolu Local Government

Area, future studies should aim to include multiple local government areas, rural and

urban communities, and even other states or regions across Nigeria. A comparative

approach involving different geopolitical zones could reveal regional variations in

environmental awareness, cultural influences, and policy impacts, thereby

42
enhancing the generalization and relevance of research findings across the country

(Creswell, 2014).

2. Adoption of Mixed-Method Research Designs

Future researchers are encouraged to incorporate both quantitative and qualitative

methods for a more holistic understanding. While structured questionnaires provide

measurable data, qualitative tools such as interviews, focus group discussions,

ethnographic studies, and participatory observations can unveil deeper insights into

students’ personal experiences, environmental perceptions, values, and the

sociocultural context influencing their behaviors (Creswell & Creswell, 2018).

3. Investigation into Teacher Capacity and Curriculum Content

Given the influential role of educators in shaping student learning, future studies

should assess teachers’ competence, attitudes, and pedagogical approaches to

environmental education. Similarly, the environmental content embedded within

existing school curricula deserves further scrutiny. Such research can identify gaps,

strengths, and opportunities for improvement in the formal education system

(Ajiboye & Silo, 2022).

4. Exploration of Digital Media and Technological Influence

This study noted the impact of digital platforms on students' environmental

awareness. Future research could delve deeper into how various forms of digital

media (e.g., social media, mobile applications, video games, YouTube, and

podcasts) influence environmental knowledge, attitudes, and activism.

Understanding which platforms are most effective for environmental education and

advocacy (Livingstone & Helsper, 2007).

43
5. Behavioral Intervention and Experimental Studies

To bridge the gap between knowledge and action, future studies could design and

test specific behavioral interventions such as eco-clubs, sustainability challenges,

gamified learning, and community service projects. Controlled experiments

evaluating the effectiveness of such programs in instigating pro-environmental

behavior among students would offer valuable insights for policymakers, educators,

and curriculum developers.

6. Parental and Community Involvement in Environmental Education

Further studies should explore how the family environment and local communities

influence students’ environmental values and practices. Research into parent-school

collaborations, community-based projects, and traditional ecological knowledge

may uncover culturally relevant strategies for enhancing youth engagement in

sustainability efforts (UNESCO, 2017).

By pursuing these suggested areas, future researchers can significantly contribute to

advancing environmental literacy, improving the design of educational programs,

and fostering a generation of environmentally responsible citizens capable of

responding to Nigeria’s ecological challenges.

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APPENDIX
QUESTIONNAIRE

ASSESSING THE KNOWLEDGE AND ATTITUDE OF SECONDARY

SCHOOL STUDENTS TOWARDS ENVIRONMENTAL CONSERVATION.

Instruction: Please kindly tick against the responses that best represents your
opinion on the knowledge and attitude of secondary school students towards
environmental conservation.

SECTION A: Demographic Information

1. School Type: Public School Private School

2. Class level : SS1 SS2 SS3

3. Gender : Male Female

4. Age range : 12-14 15-18

SECTION B
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Part 1: Knowledge of Environmental Conservation

1. Which of the following actions best helps conserve water?

a) Taking shorter showers
b) Washing cars frequently
c) Leaving taps running
d) Using more bottled water

2. What is the main cause of global warming?

a) Deforestation
b) Increased use of fossil fuels
c) Excessive use of plastic
d) Overfishing
3. Which of the following is the most effective way to reduce plastic waste?
a) Burning plastic waste
b) Banning plastic completely
c) Recycling and reusing plastic
d) Throwing plastic into landfills
4. Which of the following is NOT a form of pollution?
a) Air pollution
b) Land pollution
c) Energy pollution
d) Water pollution

True or False
5) Recycling helps reduce the amount of waste in landfills.
True
False
6) Carpooling or using public transport can reduce carbon emissions.
True
False
7) Turning off lights when not in use helps conserve energy.
True
False
8) Oceans and forests act as natural carbon sinks by absorbing carbon dioxide.
True
False

Part 2: Attitudes Toward Environmental Issues (Likert Scale: Strongly Agree – Strongly
Disagree)
Strongly Agree Neutral Disagree Strongly
agree Disagree
I believe that protecting the environment
should be a top priority for everyone.
I think students should play a role in
advocating for environmental protection.

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 I believe recycling waste materials is an
effective way to reduce pollution
I am concerned about the effects of climate
change on the future of our planet.
I believe my school is doing enough to
educate students about environmental
conservation.

Part 3: Factors Influencing Knowledge and Attitudes

Strongly Agree Neutral Disagree Strongly
agree Disagree
I have learned most of what I know about
environmental issues from school programs
I think social media and the internet have
influenced my views on environmental
conservation.
My peers and friends influence my interest
in environmental conservation.
My family encourages environmentally
friendly habits at home.
News and documentaries have significantly
influenced my awareness of environmental
issues.

Part 4: Improving Educational Strategies

Strongly Agree Neutral Disagree Strongly
agree Disagree
Environmental education should be
integrated into all school subjects.
Teachers should use interactive methods
like games, experiments, and projects to
teach environmental topics.
Using digital media (videos, games, apps)
can make learning about environmental
issues more engaging.

Incorporating more hands-on

environmental activities (e.g., tree planting)
in school curriculum would improve
students ‘understanding of environmental
conservation
I believe environmental education needs to
be included in our school curriculum.

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