IMPACT OF INFORMATION AND COMMUNITY TECHNOLOGY ON CLASSROOM TEACHING AND LEARNING
ABSTRACT
The study investigated students’ knowledge of climate change and environmental preservation in Lagos State’s Surulere and Lagos Mainland Local Government Areas.
The study sought to investigate students’ understanding of environmental concepts and climatic change, whether gender differences in student knowledge of climatic change exist, and whether the type of school attended (public or private) and school location (urban or rural) have any relationship on student knowledge of climatic change and environmental issues.
This research was carried out in eight public senior secondary schools in Lagos State’s Surulere and Lagos mainland local government areas.
Students were given a questionnaire with questions about climate change and environmental issues, which was used to collect data. Following data analysis, the following conclusions were reached:
i. Due to learning difficulties with these concepts, students have limited knowledge of climate change and environmental preservation.
ii. Student knowledge of climate change and environmental preservation differs by gender.
iii. There is a strong relationship between students’ knowledge of climate change and environmental preservation and the type of school attended (rural or urban) and the location of the school (rural or urban).
As a result of these findings, some recommendations were made.’
By promoting environmental education and awareness, the government can provide a valuable service to the community.
Science teachers should be trained with a clear goal in mind, as well as knowledge of new and effective techniques for dealing with climate change and environmental issues.
According to the findings of this study, students’ lack of knowledge about climate change and environmental issues is due to learning difficulties and the elimination of science-related subjects such as geography and chemistry for senior secondary school students.
CHAPTER ONE
INTRODUCTION
TOPIC: A STUDY OF STUDENTS’ KNOWLEDGE OF CLIMATIC CHANGE AND ENVIRONMENTAL PRESERVATION
1.1 STUDY CONTEXT
Climate refers to the average weather conditions over a thirty-year period. A region’s climate is determined by a number of factors, including the amount of sunlight received, elevation above sea level, land shape, and proximity to the ocean.
The global climate of the planet’s climate as a whole, with all regional differences averaged. The energy trapped in the system determines the overall global climate. This amount varies depending on the climate. Climate change is defined as a change in the statistical distribution of weather over time periods ranging from decades to millions of years.
In recent usage, climate change typically refers to changes in modern climate, particularly in the context of environmental policy. It is possible to classify it as anthropogenic climate change, also known as “global warning.”
People all over the world began burning more coal and oil for home factors and transpiration over a century ago. When these fossil fuels are burned, carbon dioxide and other greenhouse effect gases are released into the atmosphere, causing it to warm faster than in the past.
Climate change is caused by processes such as changes in Earth orbits, mountain formation and continental draft, and changes in greenhouse gas condensations.
The sun is the earth’s primary source of energy. Solar intensity variations, both long-term and short-term, are known to have an impact on global climate. The sun emitted only 70% of the energy it does today three to four billion years ago. Liquid water should not have existed on Earth if the atmosphere’s composition had been the same as it is today.
Changes in the seasonal distribution of sunlight reaching the Earth’s surface and how it is distributed across the globe are caused by minor variations in the Earth’s surface. The area averaged annually averaged sunshine changes very little, but the geographical and seasonal distribution can change significantly.
Variations in Earth’s eccentricity, changes in the tilt angle of the Earth’s axis of rotation, and procession of the Earth’s axis are the three types of orbital variations.
Volcanism is the process of transporting materials from the Earth’s crust and mantle to its surface; volcanic eruptions, geysers, and hot springs are all examples of volcanic processes that emit gases and/or particulates into the atmosphere.
Anthropogenic factors are human-caused environmental changes. The claim of causality of human influence on climate is direct and ambiguous in some cases, but less so in others. The increase in C02 levels due to emissions from fossil fuel combustion is the most concerning of these anthropogenic factors, followed by aerosols and cement manufacturing. Other factors, such as land use, ozone depletion, animal agriculture, and deforestation, are also of concern in the rides they play, both separately and together.
Changes in settlement and agricultural patterns in the recent past can be used to detect climate change. Climate change in different civilizations.
During the twentieth century, sea level rose by about 15cms due to melting glacier ice and the expansion of warmer sea water. Models predict that sea level will rise by up to 59cm by the turn of the century. Through the coaster community, wet land, and coral reefs. Rainfall, on the other hand, causes flooding in many areas, and normal temperatures have resulted in more intense rainfall in some places.
Extreme drought is becoming more common, as are higher temperatures caused by rapid evaporation and increased drought in some parts of the world. As temperatures rise, species may migrate to safer habitats or die, causing the ecosystem to change. Endangered species, coral reefs, and polar animals are among the most vulnerable.
Warmer temperatures have an effect on human health; heat waves have resulted in more deaths, as well as an increase in allergy attacks as the season lengthens. Sea water is becoming more acidic as a result of C02 dissolving in the oceans.
Furthermore, as the world’s population approaches six billion and land, water, and ecosystem resources degrade due to overuse, climate change has an impact on agricultural ecosystems’ ability to provide enough food for the world’s people.
If the buildup of greenhouse gases in the atmosphere continues unabated, agriculture and water resources will be linked to climate. Blue bells and quever trees are two examples of plants threatened by climate change. Species that are unable to adapt or have limited habitats as a result of climatic changes, as well as changes in animal pole ward and elevational shifts associated with regional warning, face an increased risk of extinction.
Environmental preservation, on the other hand, is the preservation of natural resources in order to avoid damage caused by human contracts or specific human activities like logging, hunting, and fishing, and to replace them with human activities like tourism and recreation.
Finally, it is critical to recognize that human activities are a reaction to climate change.
1.2 STATEMENT OF THE PROBLEM
Climate change and environmental issues have been a major source of global concern in recent years, which can be easily attributed to ozone layer depletion, and this has had and continues to have economic, social, and political consequences around the world. In light of this, there has been an ice of public awareness program, but the basic engorge of the work is the knowledge of this subject matter among students in Lagos State’s secondary schools.
1.3THE STUDY’S OBJECTIVES
The primary goal of the research is
1. Examine students’ comprehension of environmental concepts and climate change.
2. To see if there are any gender differences in students’ understanding of climate change.
3. Determine whether the type of school attended (public or private) has any bearing on student knowledge of climate change.
4. Determine whether the location of the school (urban or rural) influences students’ understanding of climate change.
1.4THE IMPORTANCE OF THE STUDY
Biology is a required class. Biology allows one to gain a better understanding of oneself and one’s surroundings. Climate change and environmental pressures are relevant to a wide range of disciplines, including medicine, agriculture, history, geography, and many others.
1. The findings of this research will invariably motivate school administrators and teachers to improve their use of instructional materials and teaching techniques, resulting in more effective student learning.
2. Students will also gain a better understanding of how to incorporate climate change and environmental preservation into their daily activities, as well as how to solve social and environmental issues.
3. Because students are a part of the community, communities will benefit the most; the more competent and skilled students, the better the communities.
4. It will necessitate the development of educational agendas such as curriculum planners, curriculum innovators, and curriculum designers to effectively and adequately cover environmental and climate change issues at the secondary school level.
1.5 QUESTIONS FOR RESEARCH
1. How well do students understand climate change and environmental preservation?
2. Is there a gender gap in students’ understanding of climate change?
3. Is there a link between the type of school a student attends and their understanding of climate change and environmental preservation?
4. Is there a relationship between student knowledge of climate change and environmental preservation and the school’s location?
1.6 OBJECTIVES OF THE STUDY
The scope of this study will be limited to a few senior secondary schools in Lagos State. The variables to be investigated are as follows:
a. Type of school, i.e. public/private
b. Location of the school (rural/urban)
c. Gender/sex, i.e. male/female
1.7TERM DEFINITION
Rural
Rural areas are the state’s least developed areas, and they can be found either within or outside of urban areas. The rural in this study’s sense is primarily determined by the areas’ underdevelopment status.
Urban
This is a rapidly growing metropolitan area. Cities, towns, or a combination of the two can be considered urban areas. The term “urban” is used in their study primarily to describe the level of development in the area.
Gender
This is defined as a set of characteristics that can be used to differentiate between male and female genders. It has several controversies, but here it refers to an individual’s inner sex or psychological sense of being male or female, regardless of one’s outer sex identity as determined by one’s sexual organs. There are two types of men: masculine (male) and feminine (female) (female).
Changes in the climate
This is a change in the average weather condition or the distribution of weather events relative to the average, such as more or fewer extreme weather events.
Environmental Defense
This is defined as the conservation of natural resources in order to avoid damage caused by human contact or activities such as logging. Miming, hunting, and other traditional human activities are being phased out in favor of new human activities such as tourism and recreation.
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IMPACT OF INFORMATION AND COMMUNITY TECHNOLOGY ON CLASSROOM TEACHING AND LEARNING
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