EFFECT OF CARTOONS ON PUPILS’ INTEREST AND ACHIEVEMENT IN ENVIRONMENTAL EDUCATION IN BASIC SCIENCE AND TECHNOLOGY
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EFFECT OF
CARTOONS ON PUPILS’ INTEREST AND ACHIEVEMENT IN ENVIRONMENTAL EDUCATION IN
BASIC SCIENCE AND TECHNOLOGY
ABSTRACT
This study
investigated the effect of cartoons on pupils’ interest and achievement in
environmental
education (EE) in Basic Science and Technology. The specific purposes of the
study are to
determine the mean achievement scores of primary school pupils taught EE by
conventional
method and by using cartoons; find out the mean interest scores of pupils
taught EE by
conventional method and by cartoon method; determine the effect of gender
on the mean
achievement scores of pupils taught EE by conventional method and by
using
cartoons. Find out the effect of location on the mean achievement scores of
pupils
taught EE by
conventional method and by using cartoons; determine the mean interest
scores of
rural and urban pupils taught EE by conventional method and by using
cartoons;
determine the mean interest scores of male and female pupils taught EE by
conventional
method and by use of cartoons; The design of the study was quasiexperimental
non-randomized
pretest-posttest control group. The sample consisted of one
hundred and
fifty seven (157) primary three (3) pupils in four public primary schools in
Enugu South
Local Education Authority in Enugu Education Zone. The instruments used
for the
study were a researcher developed achievement test, Environmental Education
Achievement
Test (EEAT) and interest scale, Basic Science Interest Scale (BSIS) which
were
validated by five (5) experts. The reliability method used for determining the
reliability
was Kudrar Richardson (K-R21) formular. Mean, standard deviation and
analysis of
covariance (ANCOVA) were used for data analysis. Major findings of the
study showed
that using cartoons as instructional materials greatly enhanced achievement
and interest
in environmental education. Those pupils exposed to the use of cartoons
performed
significantly better than those exposed to conventional method of teaching.
Gender and
location had no significant effect on the mean scores of primary three pupils
exposed to
cartoons. Urban pupils performed better than rural pupils. Urban and rural
pupils
taught with cartoons showed more interest than pupils taught with the
conventional
method.
Based on the findings, conclusions were drawn and the educational implications
were
extensively discussed. Major recommendations from the study were that Federal
and State
Ministries of Education should make available quality cartoon books to primary
schools both
in the rural and urban areas, and teachers should be encouraged to adopt and
use them,
since the use of cartoons has been proven to enhance interest and achievement
in
environmental education.
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CHAPTER ONE
INTRODUCTION
Background
of the Study
Basic
Science and Technology is one of the core subjects in the primary
education
curriculmu as enshrined in the National Policy on Education (Federal
Republic of
Nigeria, 2004). McGraw-Hills (2005) has it that science is the knowledge
about the
structure and behaviour of natural and physical world, based on facts that
one can
prove, for example by experiments. Science and technology can be said to be
a system of
organising the knowledge about particular subject, especially one
concerned
with aspects of human behaviour and society.
The term
science can be used to refer to a product (body of knowledge), a
process (a
way of acquiring new knowledge through observation, questioning and
experimentation),
and an enterprise (an institutioanl pursuit of knowledge of the
natural
world/environment (Egbuna, 2010). The current development of science and
technology
has greatly affected the lives of every human being that no one can fane
ignorance of
their significance.
Basic
Science and Technology as defined by Asun, Bajah, Ndu, Oguntonade
and
Youdeowei (2010) is the foundation knowledge given to primary school pupils to
help them
learn and understand science and acquire basic scientific training to become
creative and
capable of innovative thinking. It is an activity-oriented course which
follows
strick thematic approach whose aim is to make learning science effective
through a
series of activities and exercises, as well as a modern approach of discovery
methods. The
overall objectives of Basic Science and Technology curriculum under
the Universal
Basic Education Programme are to:
1
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i) develop
interest in science and technology;
ii) acquire
basic knowledge and skills in science and technology;
iii) apply
their scientific and technological knowledge and skills to meet
societal
need;
iv) take
advantage of the numerous career opportunities offered by science and
technology;
and
v) become
further prepared for further studies in science and technology.
The
interaction of about 150 million Nigerians with their environment creates
indelible
marks on the landscape. The Vision 2010 Committee of the Federal Republic
of Nigeria
(1997) and Omoogun (2004), catalogued Nigeria’s environmental problems
to include
soil erosion (sheet, gully, coastal), flooding (coastal, river, urban), over
population
in cities and urban centres, drought and desertification in the northern parts
and
deforestation in the southern parts of Nigeria, municipal solid waste and loss
of
biodiversity,climate
change and global warming, urbanization, diseases, all types of
pollution
and poor sanitation as problems confronting Nigeria and other developing
countries.
Pollution is the introduction of substances that contaminate the environment
and are
dangerous to the health of human beings and other living organisms (Onoh,
2007).
Corvalan (2005) reported that the world’s biodiversity is declining at an
alarming
rate requiring important efforts and new decisions on conservation.
According to
the McGraw-Hills (2005: 828), the term environment is "the sum
of all
external factors, both biotic (living) and abiotic (non-living) to which an
organism is
exposed to." Here, the biotic factors include influences by members of the
same and other
species on the development and survival of the individual. It is
important to
note that for each environmental factor, an organism has a tolerance, in
3
which it is
able to survive. For this reason, different individuals or species have
different
tolerance ranges for particular environmental factors. This variation
represents
the adaptation of the individual to its environment. In general, the
environment
provides all support systems, in the air, on water and on land, as well as
the
materials for fulfilling all developmental aspirations.
These
impacts on the environment occur as the people attempt to satisfy their
seemingly
endless desires for food, shelter, recreation, infrastructural facilities and
to
generally
subdue the physical environment in order to achieve economic growth. The
quest is
based on their mentality supported by two assumptions. Firstly, the earth has
an unlimited
supply of resources for human use for full exploitation to advance human
civilization.
People employ advanced and sophisticated technology for the
intensification
of the exploitation of resources within the environment and to subdue
the earth.
According to Emeh (1997), there is a gradual but painful realization of the
falsehood of
this assumption evidenced from the myriads of environmental problems.
The second
assumption is that humans see themselves as separate from the
environment,
rather than being a part of it. This anthropocentric view of humans has
led to a
seeming biological terrorism, an attempt to overcoming nature to fulfill their
needs with
little regard for the consequences (Asoegwu, 2009).
Although,
these wants and desires contribute to the development of the
country,
which everybody clamours after, the unwise use of the land and its resources
produce
negative impacts on the environment, thereby leaving the biophysical
environment
degraded, sometimes permanently. All these negative impacts amount to
unsustainable
development (Omofonwan and Osa-Ado, 2008), since development is
4
sustainable
if it meets the needs of the present without compromising the ability of
future
generations to meet their own needs (Brundtland Commission, 1987).
Concerted
efforts are being made by national and international communities to
save the
environment, yet the rate of degradation is moving at an alarming rate. For
instance,
the United Nations (UN) Earth Summit in 1992, the 1994 UN Convention to
Combat
Desertification, the Kyoto Protocol in 1997, and the 2003 UN Decade for
Sustainable
Development are all efforts to save the environment. The UN Millenuium
Development
Goal 7 seeks to ensure environmental sustainability in member
countries.
Sustainability means improving the quality of human life, while living
within the
carrying capacity of supporting ecosystems (Urbanito, 1994).
UNESCO
Tblisi Declaration (1978: 3) defined environmental education as
“the
learning process that increases people's knowledge and awareness about the
environment
and associated challenges, develops the necessary skills and expertise to
address the
challenges, and fosters attitudes, motivations, and commitments to make
informed
decisions and take responsible actions”. Environmental education helps to
create
awareness, and will be particularly useful in teaching pupils in the primary
school, who
are future generations and tomorrow’s leaders, to correct the existing
anomaly in
the environment and mobilize action by the general public. For this study,
EE is the
learning process that teaches children the skills, attitudes, and expertise of
environmental
cleanliness, wise use of natural resources and active participation in
environmental
improvement and protection.
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