Knowledge and Attitude of Students on the Environment: The Case of Two Secondary Schools in Harari Region, Ethiopia

Authors

  • Abebe Aschalew
    abebe_aschalew@yahoo.com
    Haramaya University, Department of Biology, Ethiopia
  • Brook Lemma Addis Ababa University, Department of Biology, P O Box 1176, Ethiopia
  • Ranjan S. Karippai Haramaya University, Department of Rural Development & Agricultural Extension, Ethiopia
January 1, 2013

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Knowledge and positive attitude towards the environment are crucial for sustainable development of any country. This is particularly important for countries with fragile ecosystems such as Ethiopia. The objectives of this study were to investigate the status of knowledge and attitude of secondary school students in Harari Region of Ethiopia on the environment and to assess the status of integration of Environmental Education (EE) into biology textbooks for grades 9 and 10 students. To determine the status of EE integration, both qualitative and quantitative data were collected through content analysis with biology teachers as panel of experts. To assess the status of knowledge and attitude on EE of secondary school students; quantitative data were collected from 190 students of two secondary schools (Hamaresa and Harar Save Our Souls (SOS)) in the region using a pre-tested questionnaire. The data were analyzed using descriptive statistics and parametric tests. The results showed that environmental education is not adequately integrated in the textbooks. Just more than half of the students (58.9%) scored below the standard set (70%) by their teachers. The majority of students (68.4%), however, have favorable attitudes towards environmental education. The type of school and parents’ educational background had significant influence on the knowledge and attitudes of students towards the environment. It is recommended that biology curriculum designers have to consult the immediate stakeholders like students, teachers and parents to incorporate important environmental issues into biology textbooks. In addition, the school community should establish a strong relationship with government organizations such as the Ministry of Education (MoE), Environmental Protection Authority (EPA), and non-government organization like Lem Ethiopia, United Nations Environmental Programme (UNEP) and surrounding communities to promot the implementation of EE in secondary school education.