Wolde, Damtew (2013) An Assessment of the Integration of Environmental Education into Selected Secondary School Subjects Towards Sustainable Development. Masters thesis, Addis Ababa University.
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Abstract
The main obiective of this study was to assess the integration of EE into both grade nine and ten biology and geography curriculum guides and students' textbooks, and in the actual teaching and learning process at North hoa. On the one hand, to assess the integration of EE into curriculum guide and students' textbooks of grade nine and ten biology and geography, both qualitative and quantitative data were collected through content analysis. On the other hand, to assess the integration of EE into the teaching and learning process, both qualitative and quantitative data were collected form 373 students of which 225 (60.3 %) were grade nine and 148 (39.7%) were grad ten. From these students, data were collected using criterion-referenced test, open-ended questions and Likert type scale. Then, the data collected from these participants were analyzed both qualitatively and quantitatively (using descriptive statistics, parametric and non-parametric te ts). The result showed that EE objectives (knowledge, skills, attitudes and participation) contents, teaching methods and evaluation techniques were not adequately integrated. The result from th test also showed that the majority of the students performed below the standard set (70%) by their teachers. However, when their achievement scores were analyzed in terms of sex and grade level, statistically significant mean difference was obtained, t (371) = 2.26, p < 0.05, t (371) = 2.00, p < 0.05 respectively. On the other hand, the mean difference between urban and n'-al students were found insignificant, t (371) = 0.05, P > 0.05. And the ANOVA summary did not show significant mean difference in the schools as a whole, F (3,369) = 1.97,p > 0.05. Moreover regarding their attitudes to utilizing and protecting their environment, students were found having inappropriate view. The analysis made based on the independent variables also showed insignificant mean attitude score difference between male and female students, 1 (371) = 1.04, p > 0.05, grade nine and ten students, t (371) = 0.11, p > 0.05, and urban and rural ones t (371) = 0.39,p > 0.05. The ANOVA summary also did not show statistical significant mean difference in the schools overall, F (3,369) = 1.96, P > 0.05. Finally the assessment made on students' problem solving skills showed that students failed to identify serious environmental problems including their causes, solutions and participants to implement the solutions in their local area leave alone problems in Ethiopian and global contexts. Thus, based on the above results it can be concluded that EE was not integrated into grade nine and ten biology and geography curriculum guides revised in 2004, and students' textbooks written based on the revision in 2005/2006 in line with its objectives, contents, teaching methods and evaluation techniques that prepare students to contribute to sustainable development of Ethiopia. It was not also integrated in the actual teaching and learning process although it was integrated in the new education anu training policy developed in 1994. Based on the findings, it is recommended that integrating EE into different subjects typically biology and geography is vital to develop students' environmental knowledge, skills, attitudes and participation to make them contributors for sustainable development of our country.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Africana |
| Depositing User: | Kabiru Wallace Ndung'u |
| Date Deposited: | 19 Aug 2019 10:56 |
| Last Modified: | 19 Aug 2019 10:56 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/9430 |
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