Abstract
This study examined the impact of tutoring [Discussion and Culturo-Techno- Contextual Approach (CTCA)] programs which focused on sustainability and eco-consciousness on students’ behavior and attitudes regarding climate change and ecological pollution. In this study, 370 public secondary school students in Nasarawa State, Nigeria were used. The students were grouped into two; group one was tutored using Discussion method while group two was tutored using CTCA method. They were given a pre-test, taught for four weeks (in their various schools with the help of a research assistant) and a post-tested. Climate change achievement tests (CCAT) were carried out with some sets of questions divided into 4 sections. A self-administered questionnaire was used to collect the respondent’s information and responses to various questions. The findings show that a better fit than an intercept-only linear model significantly predicted global warming score, with goodness-of-fit c2(3) = 3354.86 and Omnibus-Likelihood ratio c2(3) = 18.65, p < 0.05. Students’ attitudes towards climate change and ecological pollution based on Discussion method (M=58.58, SD=2.663) and CTCA (M=55.99, SD=3.03) pattern were significant at t(360) = 8.67, p < 0.05. The post-test reported slightly higher levels of score (M=52.24, SD=4.73) than pre-test (M=43.68, SD=7.01) with a statistically significant difference between Discussion and CTCA methods on the combined dependent variables: F (2,359) = 49.21, p<.05. Students’ behaviour in terms of retention for Discussion method scores (M=47.91, SD=5.01) and CTCA (M=53.35, SD=4.86) was found to be significant, t(360) =-10.46, p < 0.05. In conclusion, tutoring strategy in educating students concerning environmental sustainability significantly influenced their attitude, and behavior regarding climate change and ecological pollution. Keywords: Climate change, Culturo-Techno- Contextual Approach, Discussion method, Ecological pollution, Environmental sustainability
Published Version
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