Abstract
The school system, regardless of the level of operation, is generally accepted as a major agent of education. It provides avenues for interaction between students and teachers on subject matters. However, the location of the school determines many students’ knowledge, attitude and practices. Also, there is an increasing awareness of the importance of the parents’ role in the progress and educational development of their children. Family background as an important and weighty factor in determining the academic performance attained by the student needs to be investigated. This study adopted a pre-test-post-test control group quasi-experimental design. Intact class of Junior Secondary School II Social Studies students in each of the six schools in Oyo state were randomly assigned to the experimental and control groups. Three validated instruments were used in this study, and they are the Environmental Education Knowledge Test (EEKT), Environmental Education Attitude Scale (EEAS) and Environmental Education Practice Questionnaire (EEPQ). The data were analyzed using Analysis of Covariance (ANCOVA) with the pretest scores used as covariates. All the null hypotheses were tested at a P < .05 level of significance. The study showed a significant two-way interaction effect of family socioeconomic status and school location on students’ eco-friendly knowledge, attitude and practices. It was recommended that schools should be kept safe and parents should develop more streams of income, as a single income source has become a great economic challenge in Nigeria.
 Keywords: family socioeconomic status, school location, students’ eco-friendly knowledge, students’ eco-friendly attitude, students’ eco-friendly practices, school security, alternative income
Highlights
A number of variables affect the students’ knowledge of and attitude to environmental issues and problems
According to Gbadamosi (2012), such parents attend extra lessons after the school hours, they perform better in intelligence and performance tests than children from low socio-economic homes who are faced by circumstances to saddle the young ones with chores like hawking wares, cleaning the house, leaving little or no homes of parents with high socio-economic status background, toys, gadgets which the children manipulate are found, many skills are developed by the children while interacting with these materials
Procedure: Three validated instruments were used in this study, and they are Environmental Education Knowledge Test (EEKT), Environmental Education Attitude Scale (EEAS) and Environmental Education Practice Questionnaire
Summary
A number of variables affect the students’ knowledge of and attitude to environmental issues and problems. The moderating effects of family socio-economic status (low, medium and high) and school location (urban and rural) on students’ environmental knowledge, attitude and practice will be examined. In view of the general poverty level in Nigeria, the intention of this study is to determine whether there would be any significant difference in the environmental learning outcomes among students from high, medium and low parental income. Studies have suggested that higher-class parents place greater emphasis on the maintenance of high levels of schools and vocational success than lower economic parents do These three hypotheses were to be analysed at 0.05 level of significance: Ho1: There is no significant interaction effect of parental income and school location on students’ knowledge of environmental education concepts. Ho3: There is no significant interaction effect of parental income and school location on students’ environmental practices
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