ENVIRONMENTAL AWARENESS AMONG HIGHER SECONDARY SCHOOLS STUDENTS IN BONGAIGAON DISTRICT: A CASE STUDY

Gopal Das
Assistant Professor, Department of Education, Indira Gandhi College, Boitamari, Bongaigaon, Assam, India


Abstract
Environment is essential for all life forms on the planet earth. There is dependence of all living beings, so human beings are solely responsible for changing the environment by indiscriminate use of the natural resources. Therefore the bonus of protecting the environment for the present and future generations also rests with human beings alone. However, Environmental studies should be made mandatory in schools and colleges. In which Education is forming desirable attitudes, value, skills, understanding and interest about the environment so as to preserve it and improve it for survival of the present and future mankind. For the present study the researcher has adopted descriptive survey method and attempted to find out the environmental awareness, open mindedness, scientific temper and thoughtfulness among boys and girls students of higher secondary schools.

Keywords: Environment, Education and Awareness

1.Introduction

Environmental education is the new area of study in the discipline of education. It is virtually a new source of concern for educators, teacher and students. It has the very wide area of interdisciplinary nature. The area of ‘Environmental education’ has been discussed thoroughly at several national and international seminars and conferences. Most of the people have recognized the urgent need of ‘Environmental awareness’ but only some have clear concepts and understanding about the meaning , purpose, needs and the course of content that need to be taught to the students of education.

The term ‘Environmental Education’ is very latest but it has very ancient roots in our culture since Rig-Veda (Sharma, 1997). In the present situation man and environmental are considered interrelated and there is interdependence in them. The nature becomes a source of sorrow and unhappiness, effect on human as “Air unfit for breathing,” water unfit for dinking, soil unfit for agriculture etc. Therefore, the need of Environmental awareness is widely recognized all over the world.

Only education can give the environmental awareness, so environment and education have the same functions growth and development. Environment has the very wide area of organisms, community, viz. plants, animals and men while education process confines to the child growth and development. Environmental includes physical, social cultural and psychological components; similarly the educational process contributes in the physical, social emotional and mental development of the man. The environmental components contribute jointly in the development of child. There are two factors: Heredity and environment which have the main influence in the growth and development which concern with the structures and function of environmental components. The mental and physical aspects of child are related to heredity and environment. Agarwal (2000) revealed that the social, cultural and emotional aspects are influenced by the very significant role for providing the awareness, developing skills, attitudes and values among students at various levels.

2.Objectives
i)         To compare the environmental awareness among boys and girls students in Bongaigaon district.
ii)        To compare the open mindedness among boys and girls students towards environmental awareness.
iii)       To compare the scientific temper among boys and girls students towards environmental awareness.
iv)      To compare the thoughtfulness among boys and girls students towards environmental awareness.

3.Hypothesis
i)         There is no significance different between boys and girls students on environmental awareness.
ii)        There is no significance different between boys and girls students mindedness on environmental awareness.
iii)       There is no significance different between boys and girls students scientific temper on environmental awareness.
iv)      There is no significance different between boys and girls students thoughtfulness on environmental awareness.

4.Methodology
For the present study the researcher has adopted descriptive survey method and all the data has collected only primary sources. The present study has concerned with the higher secondary level students in Bongaigaon district, so all students are population and as a sample the researcher has taken 5% students from  six higher secondary schools by using random sampling technique. For the present study researcher has used self developed standardized tool, This tool has four subscales  like Awareness (A), Open-mindedness (OM), Scientific Temper (ST) and Thoughtfulness (T) on Environmental Awareness and each subscale has five question type items with two points yes and no responses. It needs to be mentioned here that the present study is delimited only boys and girls students studying at higher secondary level in Bongaigaon district.

5.Results and Discussion
All the collected data has analyzed by descriptive statistics like Mean, Standard Deviation and ‘t/z’-test in the following table-

5.1        There is no significant difference between boys and girls students on Environmental awareness.

Table 1:“t” test for boys and girls students regarding their Environmental awareness

Group
N
Mean
SD
z/t value
Level of significant
Boys
18
7.44
1.65
- 0.87
Not  significant
Girls
13
8.31
1.11

From the above table, it is observed that obtain “t” value -0.87 which is less than both critical or table value at 0.01% and 0.05% level, so the calculate value is not significant and its appeared that there is no exist significant difference among boys and girls students on environmental awareness. Hence the null hypothesis is accepted.

5.2        There is no significant difference between boys and girls students open mindedness on environmental awareness.

Table 2: “t” test for boys and girls students regarding their open mindednesson environmental awareness
Group
N
Mean
SD
z/t value
Level of significant
Boys
18
7.33
2.39
-0.45
Not significant
Girls
13
7.38
2.24

 It is observed from the table that obtain “t” value -0.45 which is less than both critical or table at 0.01% and 0.05% level, so the calculate value is not significant and its appeared that there is no exist significant difference among boys and girls students open mindedness on environmental awareness. Hence the null hypothesis is accepted.

5.3 There is no significant difference between boys and girls students scientific temper on environmental awareness.

Table 3: “t’ test for boys and girls students regarding their scientific temper on environmental awareness

Group
N
Mean
SD
z/t value
Level of significant
Boys
18
4.78
2.39
-0.45
Not significant
Girls
13
5.23
2.24





It is also observed that obtain “t” value -0.45 which is less than both critical or table value at 0.01% and 0.05% level, so the calculate value is not significant and its appeared that there is no exist significant difference among boys and girls students scientific temper on environmental awareness. Hence the null hypothesisis accepted.
5.4 There is no significant difference between boys and girls students thoughtfulness on environmental awareness.

Table 4: “t” test for boys and girls students regarding their thoughtfulness on environmental awareness

  Group
N
Mean
SD
z/t value
Level of significant
Boys
18
7.11
1.40
-0.27
Not significant
Girls
13
7.38
1.26

Again it is observed that the obtain “t” value -0.27 which is less than both critical or table value at 0.01% and 0.05% level, so the calculate value is not significant and its appeared that there is no exist significant difference among boys and girls students thoughtfulness on environmental awareness. Hence the null hypothesis is accepted.

Table 5 : Level of environmental awareness among boys and girls students

Level of awareness
Ranges of scores
Boys
%
Girls
%
Higher awareness
27-40
10
55.55%
7
53.84%
Moderate awareness
14-26
8
44.44%
6
46.15%
Poor awareness
0-13
0
00
0
00

It is observed from the above table that 55.55% boys and 53.84% girls’ students are having higher environmental awareness and 44.44% boys and 46.15% girls’ students are having moderate environmental awareness. Again, it is found that there is no poor level of environmental awareness among boys and girls students in Bongaigaon district.

The following are the major findings:
i)         It is observed that obtain “t” value -0.87 which is less than both critical or table value at 0.01% and 0.05% level, so the calculate value is not significant and its appeared that there is no exist significant difference among boys and girls students on environmental awareness. Hence the null hypothesis is accepted.
ii)        It is observed that obtain “t” value -0.45 which is less than both critical value at 0.01% and 0.05% level, so the calculate value is not significant and its appeared that there is no exist significant difference among boys and girls students open mindedness on environmental awareness. Hence the null hypothesis is accepted.
iii)       It is found that obtain “t” value -0.45 which is less than both critical or table value at 0.01% and 0.05% level, so the calculate value is not significant and its appeared that there is no significant difference among boys and girls students scientific temper on environmental awareness. Hence the null hypothesis is accepted.
iv)      It is found that obtain “t” value -0.27 which is less than both critical or table value at 0.01% and 0.05% level, so the calculate value is not significant and its appeared that there is no significant difference among boys and girls students thoughtfulness on environmental awareness. Hence the null hypothesis is accepted.
v)        It is also found that 55.55% boys and 53.84% girls’ students are having higher environmental awareness and 44.44% boys and 46.15% girls’ students are having moderate environmental awareness. Again, it is found that there is no poor level of environmental awareness among boys and girls students in Bongaigaon district.

6.Policy Implication
i)         Special training should be given to the teachers and students at higher secondary level schools to develop skills in identifying and evaluating local resources for control the environmental problems.
ii)        Some short term activity should be introduced like field study, project method among boys and girls students at higher secondary level schools.
iii)       Available facilities should be given in the schools to organize discussions, seminars, demonstrations, workshops, film shows etc. to develop environmental awareness.
iv)      Refresher courses should be organized for teachers to make them familiar with the protection of environment and also to prepare self learning strategies in environmental issues.

7. Conclusion                                             
For the present study the researcher has attempted to find out the environmental awareness among boys and girls students of higher secondary schools in Bongaigaon district. So, it is found that there is no exist significant difference among boys and girls students and it is also found that 55.55% boys and 53.84% girls’ students are having higher environmental awareness and 44.44% boys and 46.15% girls’ students are having moderate environmental awareness and there is no poor level of environmental awareness among boys and girls students in Bongaigaon district. Again, it is clear that in the modern age the environmental awareness is very essentials for the human being.

References
  • A. Agarwal. Environmental Education at the Primary level. New Delhi: UNSECO, 2000.
  • J.W. Best and J.V. Kahn. Research in Education. New Delhi: Prentice Hall of India, 1992.
  • A.B. Saxena. (1986). Environmental Education. Agra: National Psychological Corporation, 1986.
  • R.A. Sharma. Environmental Education. Meerut: R. Lall Book, Dept., 1997.

No comments:

Post a Comment

Share Every Sense on Art, Culture & Literature; Travel & Tourism; Commerce & Economy; Science & Technology; etc. Send us your Write-up by Email: dimorianreview@gmail.com

DIMORIAN REVIEW WELCOMES YOUR ASSOCIATION AS A CONTRIBUTOR

Share every sense on Art, Culture & Literature; Travel & Tourism; Commerce & Economy; Science & Technology; etc. Publish Article, Story, Poetry, Book Review, Travelogue, Recipe and News. Send us your creative contents written or transcreated in English at E-mail:dimorianreview@gmail.com

Get Free Updates at Your Inbox! Enter Your Email Address:

WE'RE HAPPY TO SEE YOU HERE. PLEASE VISIT AGAIN. HAVE GOOD TIME!

Twitter Bird Gadget