okaro onoriode jude project

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CHAPTER ONE

1. BACKGROUND OF THE STUDY

Industrial pollution can be linked with industry in

contrast to other pollution sources. This form of

pollution is one of the leading causes of pollution

worldwide, in the United States, for example. The

environmental protection Agency estimates that up to

50% of the nations pollution is caused by industry.

This is according to a report on the e-how website.

(www .ehow.Com/about515119effortindustrial

pollution. Inter#1x220vhvhn3ia). Because of its size

and scope, industrial pollution is a serious problem for

the entire planet, especially nations which are rapidly

industrializing like Nigeria.

This form of pollution dates back to antiquity, but

widespread industrial pollution accelerated rapidly in

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the 1800s with the start of the industrial Revolution.

The industrial Revolution Mechanized means of

production and generating a corresponding increase in

pollution. The main pollutants form these industrial are

particulate matter, oxides of sulphur and nitrogen

which are emitted due to burning fuels, the problem

was compounded by the use of fuels like coal, which is

notoriously unclean. Though these pollutant generated

from vehicular and kitchen sources, specific pollutants

such as hydrogen sulphide, volatile organic compound,

hydrocarbon, lead, etc are emitted from industries like

refineries. Most of the industries generate hazardous

waste oils and solvents. A substantial portion of the

hazardous waste is generated in the form of process

dust from iron and steel industries. The emission of

various green-house gases such as Co2, methane (CH4),

among others from various industries increase the

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overall temperature of the earth, resulting in global

warming. Global warming has various serious hazards,

both on the environment as well as human health. It

results in melting of glaciers and show-capped

mountains, causing an increase of the water levels in

seas and rivers, thereby increasing the chances of

flood. Apart from this, global warming also has

numerous health risks on humans, such as increase of

diseases such as malaria and dengue, cholera, lyme

disease and plague among others.

There are a number of forms of industrial pollution.

One of the most common is water pollution caused by

crude oil spills into the waterways, which has a major

impact on the ecosystem into which it is released.

Immense tracts of the mangrove forests, which are

especially susceptible to oil (Mainly because it is stored

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in the soil and re-released annually during

inundations), have been destroyed. According to a

report on the Wikipedia website on environmental

issues in the Niger Delta, the 2010 Baird reported that

between 9 million and 13 million barrels have been

spilled in the Niger Delta since 1958.

Spills in populated areas often spread out over a wide

area, destroying crops and aquacultures through

contamination of the ground water and soils. The

consumption of dissolved oxygen by bacteria feeding

on the spilled hydrocarbons also contributed to the

death of fishes. Because of careless nature of oil

operations in the Niger Delta, the environment is

growing increasingly uninhabitable. People in the

affected areas complain about health issues including

breathing problems and skin lesions, many have lost

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Industrial pollution is an important issue of the day and

it is getting more and more monstrous. It is estimated

that industrial pollution is responsible for almost 50

percent of the pollution in the environment. Thus, this

project work is written and designed to elicit

information on the impact of industrial pollution on

environment.

1.2 THE PURPOSE OF THE STUDY

The purpose of this study is copious some of them are

highlighted as follow;

1. Primarily, this research work is meant to find out

with accurate reference to the practical approach to

the teaching and learning of the impact of industrial

pollution on environment.

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2. It is written to educate the public on information

about the impact of industrial pollution on

environment.

3. It is also meant to create avenue for further related

research on the impact of industrial pollution on

environment.

4. It is designed to train students in information

gathering and their analysis in their various report

and research writing and study respectively.

5. To find out the causes of industrial pollution on the

environment and consequently to find out measures

to control industrial pollution.

1.3 HYPOTHESIS OF THE STUDY

1. Do teachers use the field-trip method to teach the

topic Industrial Pollution?

2. Do students have the opportunity to go out on

field-trip when learning this topic?

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3. What are the constraints associated with the use

of practical approach such as the field-trip method

in teaching this topic industrial pollution?

4. Is there any difference in the attitude of made and

female students towards the learning of the

impact of industrial pollution in the environment?

5. Does the learning / teaching of the topic create

awareness on the part of learners the impact of

industrial pollution on the environment?

1.4 SIGNIFICANCE OF THE STUDY

This study will be of great benefit to people who live in

the environment, students, teachers and to the society

at large because of its systematic eliciting of

information on the impact of industrial pollution on

environment as it will lead towards a safer and healthy

environment.

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It will help planners to formulate proper measures to

control industrial pollution on the environment.

1.5 DEFINITION OF TERMS

1. IMPACT: The effect or influence that an event,

situation etc has on some one or something.

2. HAZARD: Something that may be dangerous, or

cause accidents or problems.

3. ENVIRONMENT: The air, water, and land on earth,

which can be harmed by mans activities.

4. POLLUTANT: A pollutant is a waste material that

pollutes air, water or soil.

5. POLLUTION: Pollution is the introduction of

containments into a natural environment that

causes instability, disorder, harm or discomfort to

the ecosystem i.e. physical system or living

organism.

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6. INDUSTRIAL POLLUTION: This is a pollution that

is directly linked with industry, in contrast to other

pollution sources.

CHAPTER TWO

REVIEW OF RELATED LITERATURES

2.0 INTRODUCTION OF INDUSTRIAL POLLUTION

Pollution has been known to exist for a very ling time

(at least since people started using fire, thousands of

years age), it had seen the growth of truly global

proportions only since the onset of the industrial

revelation during the 19th century.

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The industrial revolution brought with it technological

progress such as discovery of oil and its virtually

universal use throughout different industries.

Industries, in general, consumes 37 percent of the

worlds CO2 90 percent of the worlds SO2 and nearly all

its toxic chemicals. Lately, however, the severity of

some of the local impacts of -industry is becoming an

increasing sensitive issue. Developing Economics with

low levels of industrialization are gradually shifting their

dependence from agriculture to the industrial sector,

whole developed economics, with a high level of

industrial to service sector.

Industries such as cement, glass, ceramic, iron and

steel, paper and pulp, refineries, etc. exercise a wide

range of environmental impacts. They emits large

amounts of Nitrogen, Sulphur and Carbon dioxides into

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the air Emissions of lead, arsenic and chromium both

from glass and iron steel industries, are extremely

toxic, waste disposal from such industries causes

extensive water and soil continuation too. Extraction of

raw materials causes large-scale surface disturbance

and erosion.

On October 9, 2006, the North Korean government

issues an announcement that it had successfully

conducted a nuclear test for the first time. Radioactive

dust which is created when a nuclear weapon explodes

during a nuclear test, consist of hot particles, a kind of

radioactive pollution (contamination). It can lead to the

contamination of ground and the animal food chain.

2.1 POLLUTION

This is the introduction of contaminations into the

environment that causes harm or discomfort to humans

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or other living organisms, or that damage the

environment which can come in the form of chemical

substances or energies, but are considered

contaminates when in excess of natural levels.

Pollution is also seen as any substance or form of

energy (e.g. heat, sound, and radioactivity) to the

environment at a rate faster than the environment can

accommodate it by dispersion, break down recycling, or

storage in some harmless form. Pollution is a special

case of habitat destruction; it is chemical destruction

rather than the more obvious physical destruction.

Pollution occurs in all habitat land, sea, and fresh water

and in the atmosphere. Any use of natural resources at

a rate higher than natures capacity to restore itself can

result in pollution of air, water and land.

(Wikipedia.com: 2010).

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2.1.1 ENVIRONMENT POLLUTION

Environmental pollution is the contamination of the

physical and biological components of the

earth/atmosphere system to such an extent that

normal environmental processes are adversely affected.

In one word, environmental pollution takes place when

the environment cannot process and neutralize harmful

by-products of human activities (for example poisonous

gas emissions) in due course without any structural or

functional damage to its system. In fact the due

course itself may last many years during which nature

will attempt to decompose the pollutants, in one of the

worst cases that of radioactive pollutants it may take

as long as thousands of years for the decomposition of

such pollutants to be completed.

2.2 TYPES OF POLLUTION

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The various types of pollution are listed below along

with the particular pollutants relevant to each of them;

1) Air pollution, the release chemicals and particle into the

atmosphere. Common gaseous air pollutants include

carbon monoxide, sulfur dioxides, chlorofluorocarbons

(cfcs) and nitrogen oxides produced by industry motor

vehicles. Photo chemicals, ozone and smog are created

as nitrogen oxide and hydrogen carbons react to

sunlight. Particulate matters, or fine dust is

characterized by their micrometer side pm10 to Pm 25

1. Water pollution by the release of waste product and

contaminants into surface run off into river drainage

system leashing in ground water, liquid spill, waste

water discharges entrophication and liftering. Water

pollutants include insecticides and herbicides, food

processing waste, pollutants from livestock operations,

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volatile organic compounds (VOCs), heavy metals,

chemical waste and others.

2. Soil pollution (contamination), occurs when chemicals

are released by spill or underground leakage. Among

the most significant soil contaminations are

hydrocarbons, heavy metals, MTBE (methyl test-butyl

ether) -from the U.S. EPA website, herbicides,

pesticides and chlorinated hydrocarbons.

3. Noise pollution, which encompasses roadway noise,

aircraft noise, industrial as well as high-intensity sonar.

4. Radioactive pollution (contamination), resulting from

20th century activities in atomic Physics, such as

nuclear power generation and nuclear weapons

research, manufacture and deployment.

2.2.1 AIR POLLUTION

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According to the tropical-rain forest animal website,air

pollution is the release into the atmosphere of any

substances, examples, chemicals or air borne particles

which are harmful both to the human and animal health

as well as the wider environment. Air pollution is

mostly a by-product of human activity, and is now in

the issue of great international concern. As the human

pollution grows and the quantity of energy and

materials used by each person increased it is

becoming apparent that the resource whose sufficiency

is most in doubt is neither space, nor energy, nor

metallic ores, but rather the capacity of natural

processes to maintain a hospitable environment (www.

tropical-rain forest-animals com./types-of-

pollution.html).

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According to the tropical-rainforest-animal website,

atmospheric pollution occurs because the release of air

pollutants takes place at a rate much faster than they

can accommodate by the environment and removed

from the atmosphere without causing serious harm.

Atmospheric pollution originates from all the parts of

the world and travels around knowing no borders. With

the increase in the number of industries and factors

due to industrial revolution air pollution also has

increased significant. The emissions from various

industries contain large amounts of gases such as

carbon dioxide, Sulphur and nitrogen, among others.

These gases, when present in elevated levels in the

atmosphere, offer result in various environmental and

health hazards such as acid rain and various skin

disorders in individuals

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2.2.2 WATER POLLUTION

According to the Wikipedia website, water pollution is

the contamination of water bodies (e.g. lakes, rivers,

oceans and groundwater). Water pollution affects

plants and organisms living in these bodies of water

and in almost all cases the effect is damaging not only

to individuals species and populations but also to the

natural biological communities.

Water pollution occurs when pollutants are discharged

directly or indirectly into water remove harmful

compounds. According to Pink, Daniel H. (April 19,

2006) water pollution is a major problem in the global

context it has been suggested that it is the lead

worldwide cause of deaths and diseases and that it

accounts for the deaths of more than 14,000 people

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daily. Water is typically referred to as polluted when it

is impaired by anthropogenic contaminants and either

does not support a human use, like serving as drinking

water, and / or Undergoes a marked shift in its ability

to support its constituent biotic communities, such as

fish.

According to David Krant Z and Brad Kifferstein (water

pollution and society Website), two types of water

pollutant exists, point source and non point source.

Point sources of pollution occur when harmful

substances are emitted directly into spill best illustrates

a point source water pollution. A non point source

delivers pollutants indirectly through environmental

changes. An example of this type of water pollution is

when fertilizer from a field is carried into a stream by

rain, in the form of run-off which in turn affects aquatic

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life. The technology exists for point sources of pollution

to be monitored and regulated, although political

factors may complicate matters. Non points sources are

much more difficult to control. Pollution arising from

non point sources accounts for a majority of the

contaminants in streams and lakes.

2.2.3 SOIL CONTAMINATION (POLLUTION)

According to the wikpedia website. (en. m. wikipedia

/soil_contamination) soil pollution is caused by the

presence of xenobiotic (human-made) chemicals or

other alteration in the natural soil environment. This

type of contamination typically arises from the rupture

of underground storage tanks, application of pesticides,

and percolation of contaminated surface water to

subsurface strata, oil and fuel dumping, leaching of

wastes from landfills or direct discharge of industrial

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wastes to the soil. The most common chemicals

involved are petroleum hydrocarbons, solvents,

pesticides lead and other heavy metals. This occurrence

of this phenomenon is correlated with the degree of

industrialization and intensities of chemical usage.

According to Jenny fusion, ehow contributor

(ehow.com), soil pollution results from the build up of

contaminates, toxic compounds, radioactive materials,

salts, chemicals and cancer-causing agents. The most

common soil pollutants are hydrocarbons, lead,

chromium, copper, zinc, mercury and arsenic cadmium,

heavy metals; herbicides, pesticides, oil, tars, PCBs and

dioxins.

2.2.4 NOISE POLLUTION

According to the what is what website (www .what - is -

what .com, 9 December, 2007), Noise pollution is a type

of energy pollution in which distracting, irritating, or

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damaging sounds are freely audible. As with other

forms of energy pollution contaminants are not physical

particles, but rather waves that interfere with naturally

occurring waves of a similar type in the same

environment Thus, the definition of noise pollution is

open to debate, and there is no clear border as to

which sounds may constitute noise pollution. In the

most narrow sense, sounds are considered noise

pollution if they adversely affect will life, human

activity, or are capable of damaging physical structures

on a regular, repeating basis. In the broadest sense of

the term, a sound may be considered noise pollution if

it disturbs any natural process or causes human harm,

even if the sound does not occur on a regular basis.

2.2.4.1 INDUSTRIAL NOISE POLLUTION

This is posing to be a big challenge with every passing

day and it is a threat to softy and health of the people

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who are working in the industry and common people as

well. It has been scientifically proved that noise more

than 58 decibels can cause hearing impairment and

does not meet the standards set for healthy working

environment. Moreover it can also cause accidents. The

problem has been viewed and analysed from all the

perspectives but the solution is not easy to achieve

since there is a lot of contradiction between legislation,

guidance and documents. Industrial noise resulting to

noise pollution has many reasons such industries being

close to human habitats which prevent the noise from

decaying before it reaches ear.

2.2.5 RADIOACTIVE POLLUTION

According to Boookrags website (www .Bookrags .com),

Radioactive pollution can be defined as the release of

radioactive substance or high-energy particles into the

air, water, or earth as a result of human activity, either

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by accident or by design. Since even a small amount of

radiation exposure can have serious (and cumulative)

biological consequences and since many radioactive

wastes remain toxic for centuries, radioactive pollution

is a serious environmental concern. The problem of

radioactive pollution is compounded by the difficulty in

assessing its effects. Radioactive waste may spread

over a broad area quite rapidly and irregularly (from an

abandoned dump into an aquifer, for example), and

may not fully show its effects upon humans and

organisms for decades in the form of cancer or other

chromic diseases.

2.3 SOURCES OF POLLUTION

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According to Mr. Ghaz (July 27, 2009 Category:

Ecology); the various sources of pollution that affect

the environment are:

a. Combustion of fossil fuels

b. Disposal of by products, wastes, toxic substances,

radioactive substance, smoke and heat from

factories.

c. Excessive use of chemical fertilizers, pesticides gases

from vehicles and machinery

d. Disposal of rubbish such as plastic leftover, food and

solid substances

e. Disposal of sewage

f. Use of chlorofluorocarbon chemicals (CFCs)

2.3.1 COMBUSTION OF FOSSIL FUELS

Fossil fuels are produced from the remains of animals

and plants which have been buried in the ground for

hundreds of years. Fossil fuels such as coal, petroleum

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and natural gas are widely used in the factories and

vehicles to produce energy. The incomplete burning of

fossil fuels releases carbon dioxide, carbon monoxide,

Sulphur dioxide, oxides of nitrogen and carbon particles

into the atmosphere. Sulphur dioxide and oxides of

nitrogen dissolve in rainwater to produce acid rain

which is harmful to the physical and biological

environment. The other gases and carbon particles

cause air pollution fossil fuel also contribute to soil

pollution and water pollution. For example, when oil is

transported from the point of its production to further

destinations by pipelines, an oil leak from the pipeline

may occur and pollute soil and subsequently ground

water when oil is transported by tankers by ocean, an

oil spill may occur and pollute ocean water.

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2.3.2 DISPOSAL OF BY-PRODUCTS, WASTES, TOXIC

SUBSTANCES, RADIOACTIVE SUBSTANCES,

SMOKE AND HEAT FROM FACTORIES.

Electronic and semiconductor factories produce by-

products containing toxic substances such as mercury,

nicked, cadmium and lead that can cause metal

poisoning. Toxic substances such as cyanide from

various industries poison aquatic organisms were

drained into the rivers and seas. Nuclear energy plants

are radioactive substances to products, produce

radioactive radiation which harms the health and lives

of all living organisms. Water which is used as a cooling

agent in power stations to generate electricity causes

thermal pollution and affect aquatic organism when it is

drained into the sea.

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2.3.3 EXCESSIVE USE OF CHEMICAL FERTILIZERS,

PESTICIDES AND FUNGICIDES IN

AGRICULTURE

Aquatic organisms require oxygen from environment

and any change that alters the amount of the oxygen in

their habitat can cause the death of these organisms.

Two pollutants that reduce the concentration of oxygen

in water are chemical fertilizers and sewage. Farmers

add chemical fertilizers containing nitrates and

phosphates to the soil to produce better quality crops.

These fertilizers, which are soluble in water are washed

from the soil by rainwater into rivers and pounds. This

process is celled leaching.

These nutrients encourage the rapid growth of algae

and water plants which cover the surface of the water,

blocking sunlight from reaching the base of the pounds

and rivers. This causes rooted water plants to be

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unable to carry this, they die. The dead plants are

decomposed by bacteria and release more nutrients

which cause the bacteria to multiply rapidly. These

bacteria consume, oxygen, resulting in lack of oxygen

in the water and the death of other aquatic organism.

This phenomenon is called Eutrophication.

2.3.4 EMISSION OF NOISE, SMOKE AND POISONOUS

GAS FROM VEHICLES AND MACHINERY

The operation of heavy machines and vehicles causes

the noise and air pollution. A level of noise that is more

than 80 decibels can affect the emotion and health of

humans factories and vehicles which use p fossils to

produce poisonous gases into the air. The pollutants

released are carbon dioxide, oxide of nitrogen, sulphur

dioxide, led, hydrocarbons and heavy metals. These air

pollutants are harmful and affect the health of humans.

They can damage tissues and organs in the body.

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2.3.5 DISPOSAL OF RUBBISH SUCH AS PLASTICS,

LEFTOVER FOOD AND SOLID SUBSTANCES

Rubbish is produced daily by human Rubbish such as

domestic wastes (leftover food) is classified as

biodegradable while glass, plastic and metals are

classified as non-biodegradable rubbish is imperishable

and remains in rubbish dump sites for a long time.

Problems associate with the improper disposal of

rubbish are foul-smelling dump sites, as well as the

dump sites becoming a breeding place for vectors and

micro organisms which cause disease.

2.3.6 DISPOSAL OF SEWAGE

Sewage includes water from kitchens, bathrooms, and

toilets which are made up of 99% water and 1% solid

waste. Sewage an compasses human and animal faces,

detergents, domestic wastes and others. Sewage is

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filled with bacteria. Thus, it must be properly treated

before it released into rivers and seas so that it does

not pollute the land and the sea.

2.3.7 USE OF CHLOROFLUOROCARBONS

Chlorofluorocarbon (CFCs) is made up of carbon,

chlorine and fluorine. It is a chemical compound used in

aerosols. It is also used as a coolant in air conditioners

and refrigerators Examples. Of CFCs are:

a. Dichlorodifluoromethane (CF2C15).

b. Trichlorofluoromethane (CFC13) CFC is stable

compound which can remain in the atmosphere for

a long time. Pollution due to CFCs arises from the

improper disposal of electrical appliances such as

air conditioners and refrigerators which may leak

CPCs, the use of aerosols containing CFCs and

evaporation of solvents used to manufacture

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chlorine atoms in CFC molecules which result in

the mining of atmosphere.

2.4 POLLUTION EFFECTS ON HUMANS, OTHER

ANIMALS AND PLANTS

There is no doubt that excessive levels of pollution are

causing a lot of damage to human and animal health,

plants and treas. (including tropical rain forest) as well

as the wider environment all types of pollution-air,

water and soil pollution etc, have an impact on the

living environment. The effects in living organisms may

range from mild discomfort to serious diseases such as

cancer to physical deformities (for example, extra

missing limbs in frogs).

The following effects of pollution on humans have been

reported, according to the tropical rain forest-animal

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website (htt//www.tropical-rainforest-

animals.com/Environmental.pollution.htm)

2.4.1.0 AIR POLLUTION EFFECTS (HUMANS)

1. Reduced lung functioning

2. Irritation of eyes, nose, month and throat.

3. Asthma attacks

4. Respiratory symptoms such as coughing and wheezing

5. Reduced energy levels

6. Head aches and dizziness

7. Disruption of endocrine, reproduction and immune

systems

8. Neurobehavioral disorders

9. Cardiovascular problems

10. Cancer

11. Premature death

2.4.1.1 WATER POLLUTION EFFECTS

Water borne diseases caused by polluted drinking water

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1. Typhoid

2. Amoebiasis

3. Giardiasis

4. Ascariasis

5.

Hookworm

Water borne diseases caused by polluted beach water:

1. Rashes, ear ache, pink eye

2. Respiratory infections

3. Hepatitis, encephalitis, gastroenteritis, diarrhea,

vomiting, and stomach aches.

Conditions related to water polluted by chemicals

(such as pesticides, hydro carbons, persistent

organic pollutants, heavy metal etc)

1. Cancer, including prostate cancer and non-Hodgkins

lyrnphorria

2. Hormonal problem that can disrupt reproductive and

development processes.

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3. Damage to the nervous system

4. Liver and kidney damage

5. Damage of the DNA

6. Exposure to mercury (heavy metal)

2.4.1.2 SOIL POLLUTION (CONTAMINATION)

1. Cause cancer including leukemia

2. Lead in soil is especially hazardous for young

children causing developmental damage to the

brain

3. Mercury can increase the risk of kidding damage;

cyclodienes can lead to liver toxicity

4. Causes neuromuscular blockage as well as

depression of the central reversal system

5. Also causes headaches, nausea, fatigue eye initiation

and skin rash

An extreme oil pollution case:

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i. Pollution as a result of oil spill from the Texaco

offshore shore station which in 1980 dumped a

estimated 400,000 barrels (64,000m3) of crude oil

into the Gnif of Guinea and

ii.

Royal Duch Shellls Forcados terminal tank failure

which produced a spillage estimated at 580,000

barrels (92,000m3); this is according to Dr. P.C.

Nwilo and O.T Badejo: Impact of oil spills along

the Nigerian coast.

1. AIR POLLUTION EFFECTS ON ANIMALS

1. Acid rain (formed in the air) destroyed fish life in

lakes and streams

2. Excessive ultraviolet radiation coming from the

sum through the ozone layer in the upper

atmosphere which is eroded by some air

pollutants, may cause skin cancer in wild life

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3. ozone in the lower atmosphere may damage lung

tissue of animals.

2.4.2.1 WATER POLLUTION

1. Nutrient pollution (nitrogen, phosphates etc)

causes overgrowth of toxic algae eaten by other

aquatic animals, and may cause death, nutrient

pollution can also outbreaks of fish disease

2. Chemical contamination can cause declines in frog

biodiversity and tadpole mass

3. oil pollution (as part of chemical contamination)

can negatively affect development of marine

organism, increase susceptibility to disease and

effect reproductive process, can also cause

gastrointestinal irritation, liver and kidney

damage, and damage to the various system

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4. Mercury in water can cause abnormal behavior,

slower growth and development, reduced

reproduction, and death.

5. Persistent organic pollutant (POPS) may cause

declines, deformities and death of fish life.

6. Too much sodium chloride (ordinary salt) in water

may kill animal.

2.4.2.2 SOIL CONTAMINATION (POLLUTION)

1. Can alter metabolism of microorganism and

arthropods in a given soil environment, this may

destroy some layers of the primary food chain, and

thus have a negative effect on predator animal

species.

2. Small life forms may consume harmful chemicals

which may then be passed up the food chain to

larger animals this may lead to increased mortality

rates and even animal extinction.

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2.4.3. POLLUTION EFFECTS ON TREES AND PLANTS (AIR

POLLUTION)

1. Acid rain kill trees destroy the leaves of plants; can

infiltrate soil by making it unsuitable for purpose of

nutrient and habitation.

2. Ozone holes in the upper atmosphere can allow

excessive ultraviolet radiation from the sun to enter

the earth causing damages to tress and plants.

3. Ozone in the lower atmosphere can prevent plant

respiration by blocking stomata (openings in

leaves) and negatively affecting plants

photosynthesis rates which also decay plants cells

directly by entering stomata

2.4.3.1 WATER POLLUTION

1. May disrupt photosynthesis in aquatic plants and

thus affecting ecosystem that depends on these

plants.

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2. Terrestrial and aquatic plants may absorb pollutants

from water (as their main nutrient source) and pass

them up the food chain to consumer animals and

humans

3. Plants may be killed by the much sodium chloride

(ordinary slat) in water.

4. Plants may be killed from construction site as well

as bits of wood and leaves day and other similar

materials.

5. Plants may be killed by herbicides in are most

harmful to plants

2.4.3.2 SOIL POLLUTION (CONTAMINATION)

1. May alter plant metabolism and reduce crop

yields.

2. Trees and plants may absorb soil contaminants and

pass them up the food chain

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2.4.4 EFFECTS OF INDUSTRIAL NOISE POLLUTION

It has been stated that continuous experience to noise

pollution leads to hearing improvement but it was

various other effects as well which are as follows.

1. It can result into increase in blood pressure

2. Increase in stress

3. Fatigue

4. Stomach ulcers

5. Vertigo

6. Headaches

7. Sleep disturbance

8. Annoyance

9. Speech problems

10. Dysgraphia, which means writing learning

impairment.

11. Aggression

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12. Anxiety

13. Withdrawal

Industrial noise or noise generally adversely affects the

workers and they suffer from various health problem as

listed above. (buzzle.com) 2011) High volume leads to

increase adrenalin levels, which leads to the

constriction of blood vessels, which normally happen

when the individuals is tensed afraid, anxious or

extremely happy and excited. The problems the

industrial workers face are sleep disorder and

behavioral changes. ( Poushi Ganguly-buzzle website,

2011.)

1. EFFECTS OF RADIOACTIVE POLLUTION

According to tutornext website, as radiation passes

through a cell, it hits an atom and dislodges an electron

which usually gets attached to another atom. Removal

of an electron from an atom and its attachment to

43


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another atom is called ionization. The original radiation

travels on to cause more ionization till its energy is

dissipated .

The molecular damage may produce short range or

long rang effects.

i. Short range Effects.

Short r-range effects appear within days or weeks

after exposure. They include bums, loss of hair,

subcutaneous bleeding, charge in the number and

proportion of blood corpuscle type, impaired

metabolism, dead tissues, and death of the

organisms.

iii. long range effects

Long-range effects appear months or fears after

exposure, or even in the next generation. They

44

t ti i d i id f t d


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are mutations, increased incidence of tumors and

cancer, shortening of life span and developmental

damages mutant genes may affect the progeny.

Effect on other organisms

Radioactive pollutants affect most animals and

plant also. Even the diary milk products may get

higher contamination.

2. GLOBAL WARMING

Global warning is when the earth heats up (the

temperature rises). It happens when green house

gases (carbon dioxide, water vapor, nitrous oxide, and

methane) trap heat and light from the sun in the

earths atmosphere, which increase the temperature.

This hurts many people, animals and plants. Many

cannot tale the change, so they die.

45


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3. EFFECT OF GLOBAL WARNING TO THE

ENVIRONMENT

Global warning is affecting many parts of the earth.

Global warning makes the sea rises, the water covers

many low land islands. This is big problem for many

of the plants, animals and people on islands. The

water covers the plants and causes some of them to

die. When they die, the animals lose a source of food,

along with their habitat when the plants and animals

die, people lose two sources of food, plant food and

animal food. They may also lose their homes.

The oceans are affected by global warning in other

ways as well one thing that is happening to the ocean

is warm water, caused by global warning in harming

and killing algal in the ocean.

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Alga is a producer that you can see floating on the top


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Alga is a producer that you can see floating on the top

of the water (A producer makes food for the other

animals through photosynthesis like grass). This

flooding green algae is food to many consumers in the

ocean (A consumer eats the producers). One kind of

consumer is small fish. There are many others take

crabs, some whales, and many other animals. Fewer

algae is a problem because there would be less food for

us and many animals in the sea.

Global warming is also destroying many huge forests.

The pollution that causes global warning is linked to

acid rain. Acid rain gradually destroys almost

everything it touches. Global warning can make the

earth very hot in forest, some plants and tress leaves

can be so dry that they catch on fire (Environment

Global warming and green house Effect. World

almanac 2000. Mahwah. World Almanac Books, 2000)

47

4 WASTE MANAGEMENT (CONTROL OF


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4. WASTE MANAGEMENT (CONTROL OF

POLLUTION)

According to the wikipedia website

(wikipedia.org/wiki/waste management, waste

management is the collection, transport processing,

recycling disposal, and monitoring of waste materials.

The term usually refers to materials produced by

human activity and is generally undertaken to reduce

their effect on health, the environment or aesthetics.

Waste management is also carried out to recover

resources from it. Waste management can involve

solid, liquid, gaseous or radioactive substances, with

different method and fields of experience for each

waste management practice differ for developing

various, for urban and rural areas, and for residential

and industrial producers. Management for non-

hazardous waste residential and institutional waist in

48

metropolitan area is usually the responsibility of local


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metropolitan area is usually the responsibility of local

government authorities, while management for non-

hazardous commercial and industrial waste is usually

the responsibility of the generator.

2.5.1 METHODS OF DISPOSAL

Special means of waste disposal are as follows:

A. INTEGRATED WASTE MANAGEMENT

integrated waste management using L.C.A. (life cycle

analysis attempts to offer the most benign option for

waste management for mix MSW (municipal solid

waste) a number of broad studies have indicated that

waste administration, then source separation and

collection followed by reuse and recycling of non-

organic fraction and energy and compost / fertilizer

production of the organic waste fraction via anaerobic

digestion to be the favoured path. Non metallic waste

49

recourses are not destroyed as with incineration, and


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recourses are not destroyed as with incineration, and

can be reused / recycled in a future recourses depleted

society.

B. LANDFILLS

Disposing of waste in a landfill involves burying the

waste, and this remains a common practice in most

countries land fills were often established in abandoned

or unused quarries mining voids or borrow pits. A

properly designed and well-managed landfill can be a

hygienic and relatively inexpensive, method of

disposing of waste materials older, poorly designed or

poorly managed landfills can create a numbers of

adverse environmental impacts such as wind blown

litter, attraction of vermin and generation of liquid

leachate. Another common by product of landfills is

gas (mostly composed of method and carbon dioxide)

50

which is produced or organic waste breaks down


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p g

anaerobically. This gas can create odour problems, kill

surface vegetation, and is a green house gas.

Design characteristics of a modern landfill include

methods to contain leachate such as clay or plastic

living material Deposited waste is normally compacted

to increase its density and stability. And covered to

prevent attracting venom (such as mice or rate) many

landfills also have land fills gas), many landfills also

have land fills gas extraction systems installed to

installed to extract the landfills gas. Gas is pumped out

of the landfill using perforated pipes and flared off or

burnt in a gas engine to generate electricity. (solid

waste association of North America commercial

exploration of gas from land fills)

C. INCINERATION

51

According to the wikipedia website (wikipedia


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g p ( p

org/incineration: 2010). Incineration is a disposal

method in which solid organic waste are subjected

to combustion so as to convert them to residue and

gaseous products. This method is useful for

disposal of residue of both solid waste

management. This process reduces the volumes of

solid waste to 20 to 30 percent of the original

volume. Incineration covert waste materials into

heat, gas, steam and ash. It is recognized as a

practical method of disposing certain hazardous

waste materials (such as biological medical waste).

Incineration is a controversial method of waste

disposal, due to issue such as emission of gaseous

pollutants

D. RECYCLING

52

The popular meaning of recycling in most


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developed countries refers to the widespread

collection and reuse of everyday waste materials

such as empty beverage containers.

(wikipedia.org). These are collected and sorted into

common types so that the raw materials from which

the items are made can be processed into new

products.

The most common consumer products recycled

include aluminum such as beverage cans, copper

such as wire, steel food and aerosol cans, old steel

furnishing or equipment (heavy melting steel 1 and

HMII) glass bottle and jars, paperboard cantons,

newspapers, magazines and light paper and

corrugated fiber board boxes.

E. BIOLOGICAL REPROCESSING

53

Waste materials that are organic in nature, such as


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plant material food scraps, and paper products, can

be recycled using biological composing and

digestion processes to decompose the organic

matter. The resulting organic material. The

resulting organic material is then recycled as much

or compost for agricultural or landscaping purposes.

In addition, waste gas from the process (such as

methane) can be captured and used for generating

electricity and heat (CHP/CO generation)

maximizing efficiencies. The intention of biological

processing in waste management is to control and

accelerate the natural process of decomposition of

organic matter.

Method of biological decomposition are

differentiated as being aerobic or anaerobic

54

methods, through hybrids of the two method also


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exists. Anaerobic digestion of the organic fraction

of MSW municipal solid waste has been found to be

in a number of LCA analysis studies (life cycle

environmental assessment of municipal solid waste

to energy technology) to be more environment

effective, then landfill, incineration or pyrolisis. The

resulting biogas (methane) though must be used

for cogeneration (electricity and heat preferably on

or close to the site of production) and can be used

with a little upgrading in gas combustion engines or

turbines

F. ENERGY RECOVERY

The energy content of waste products can be

harnessed directly by using them as a direct

combustion fuel, or indirectly by processing them

55

into another type of fuel. Recycling through


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thermal treatment ranges from using waste as q

fuel source for cooking or heating, to anaerobic

digestion ands the use of the gas fuel (see above),

to fuel for boilers to generate steam and electricity

in a turbine hydrolysis and gasification are two

related forms of thermal treatment where waste

materials are heated to high temperatures with

limited oxygen availability. The process usually

occurs in a sealed vessel under high pressure.

Pyrolysis of solid waste converts the material into

solid, liquid and gas products. The liquid and gas

can be burnt to produce energy or refined into

other chemical product (chemical refinery). The

solid residue (char) can be further refined into

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product such as activated carbon


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(wikipedia.org/waste management).

G. AVOIDANCE AND REDUCTION METHODS.

An important method of waste management is the

prevention of waste material being created, also

known as waste reduction. Method of avoidance

include reuse of second hand products, repairing

broken items instead of buying new designing

products to be refillable or reusable (such as cotton

instead of plastic shopping bags), encouraging

consumers to avoid using disposable products (such

as disposable cutlery), removing any food, liquid

remains form cans, packing (television review: I

Trash Inc. Susan carpenter, has Angles Tires. 29

September 2010) and designing products that use

57

less material to achieve the same purpose (for


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example, light weighting of beverage cans).

2.6 METHOD OF TEACHING.

According to the wikipedia encyclopedia, teaching

methods can best be defined as the types of

principles and methods used for instruction. To

achieve the goal of teaching, the teacher must

adopt effective teaching methods in education. The

teacher has many options to choose from different

teaching methods designed specifically for teaching

and learning. The teaching methods should be

adopted on the basis of certain criteria like the

knowledge of the students, the environment and

the set of learning goals decided in the academic

curriculum students respond differently to different

methods of teaching. Also, the students have their

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unique way of demonstrating the knowledge


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acquired and absorbing the information that is

imparted. So, to aid this process of demonstrating

the knowledge, the teacher has to adopt a teaching

that assists the students in retaining the

information and increasing their understanding.

There are many teaching methods for children like

questioning, method, demonstrating collaborating,

lecture methods and field trips etc (wikipedia

2010).

2.6.1 TYPES OF TEACHING METHOD.

1. QUESTIONING METHOD: - this method id named

after the great philosopher, Socrates, who did not

only use it but advocated its use. It includes

questions and answers about content o topic of

study or any other issue introduced by the teacher

59

o r any, member of the class. The questions are


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asked by the students has learnt from earlier

discussions and what it HELPS IN deciding what

should be taught.

2. MODELING METHOD: - modeling is a type of

visual aid for teaching as well as learning. It is a

known fact that human brain absorbs more and

understanding better when visual aid facilitates

explanation. This method works on the three

criteria observing, retaining and replicating. The

students learn more by observing the things and

acquire it by imitating it, time and again. It is also

known as reinforced behavior. (Megha Tiwari,

2010)

3. DEMONSTRATING METHOD:- Simple put, the

demonstrating method means displaying or

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showing something, describing and explaining it.


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Demonstration is frequently applied in teaching in

relation to other methods. A demonstration may be

used in the circumstance of proving conclusively a

fact, as by reasoning or showing evidence. It

enhances the students understanding by practically

apply the knowledge and sharpen their skills and

hence, they become capable of identifying the

organizing the subject matter in a more efficient

way. A teacher may use experimentation to

demonstrate ideas in a science class

4. COLLABORATING METHOD: - According to

Meghan Tiwari (Buzzle.com: 2010), team work is a

contemporary form of collaboration. The students

are taught to work in a group that makes the

instructing easier for the teacher. This method of

61

teaching promotes a sense of mutual responsibility


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among the students. They team to put in more

effort to research for the topic and apply to

research techniques to get the result. This

inculcates patience and develops an ability to

critically analyze a subject.

5. LECTURE METHOD: - The lecture method has

been described by station as the method by which

facts and information are transferred from the

teachers note to the students notes without

crossing the minds of either the teacher or the

students. It is one of the major methods used for

the transmission of knowledge and public lectures.

This can be associated with modeling. Modeling is

used as a visual aid to learning student can

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visualize an object or problem, then use reasoning


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and hypothesizing to determine an answer.

6. FIELD TRIPS: - Education field trips are planned

community exploratory experience intended for

acquiring new information from various first hand

sources. Information received from such trips are

used in the teaching/learning process to achieve

stated educational objectives. The field trips

method is most effective in teaching topics like

ecology, pollution and preservation.

(Environmental science)

2.7 THE APPROACH OF FIELD TRIP METHOD ON

THE TEACHING OF POLLUTION

The teacher could do the following during the

course of teaching and learning.

63

1. Organize them and guiding questions on the


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topic, the problem of Acid rain and pollution

within the environment generally, (for

example) questions like

a. How is acid rain?

b. How does it affect the environment?

c. Where does it come from?

d. How can it be prevented or minimized?

The teachers role in these, is to other the

above questions problem, organize student

into study groups guide tools (e.g. class set of

books, pollution: college biology for secondary

school, geography textbook, school library,

computer access for web search). The teacher

should encourage create ideas of student in

their approach to the solution of the problem.

64

2. A local industry should be visited or local


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factory and industrial representation could be

asked to give a presentation during the course

of visit on their processes and pollution control.

In one week time, the student could discuss

their research outcomes and at the end of the

week each group would present their finding

and written report would be handed in.

3. The Entry level skill and knowledge of students

in the class should be that before how every

student should have a basic knowledge of

pollution and its adverse effects on the

environment. A newspaper report describing

problems of pollution and acid rain in various

part of the world could be read and discussed

along with the basic nature of the properties of

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CHAPTER THREE


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3.0 METHODOLOGY

3.1 RESEARCH DESIGN

Thisstudy adapted an ex-post fact Research Design.

1. POLLUTION

All students in junior secondary school III in public

secondary schools, and J.S.S. III integrated sciences

companies and other individuals area of Delta State

Constituted the population of this study

2. SAMPLE AND SAMPLING TECHNIQUE

The sample was made up of two hundred students (80

males and 113 females) twenty teachers (7 males, 13

females) and twenty workers (12 males, 8 females)

respectively. Sample random sampling was used to

select Ten schools from public secondary schools within

warri metropolis while proportional random. Sampling

67

was used to select the numbers of the schools that

participated in each of the schools the numbers of


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participated in each of the schools, the numbers of

teachers and the number of workers. The schools are

i) Hussy College

ii) Dom Domingos College

iii) Nana College

iv) Demonstrations Secondary School

v) Essi College

vi) Edjeba Secondary School

vii) Uwangwe College

viii) Ogborikoko Secondary School

ix) Uguwangwe Secondary School

x) Ekpan Secondary School

The selected companies are

i) Shell Petroleum Development Company

ii) Nigeria Gas Company

iii) Chevron Nigeria limited

68

iv) Niger-cat Construction Company

3 INSTRUMENTATION


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3. INSTRUMENTATION

Three instruments were used for this study.

1. STUDENTS EVALUATION QUESTIONNAIRE (SEQ)

It was developed by the researcher and validated by

the supervisor. The instrument had two sections (A and

B) section A elicited information on students

demographic data, while section B elicited information

on the mode of teaching the topic industrial pollution

in integrated science.

2. TEACHERS EVALUATION QUESTIONNAIRES

(TEQ)


the supervisor. The instrument had two sections (A

and B). Section A elicited information on Teachers

demographic on method of teaching the topic industrial

pollution integrated science.69

3.4.3WORKERS EVOLUTIONS QUESTIONNAIRE


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(WEQ)


the supervisor. The instrument had two sections (A

and B). Section A elicited information on workers

demographic data while section B elicited information

on effects of Industrial activities on the environment.

3.4.4 VALIDATION

The instruments were construct validated by the

supervisor and were subject to the opinion of experts in

the field of evaluation from the education Department

of Delta state University, Abraka to ascertain face

Validity

3.4.5 RELIABILITY

The reliability of the instruments were ascertained by

using cronbachs alpha and coefficient of 0.734 was70

obtained for (TEQ) while coefficient of O.872 was

obtained for (SEQ) and coefficient of 0.842 was


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obtained for (WEQ)

4. PROCEDURE FOR DATA COLLECTION

The students were administered the (SEQ) first

followed by (TEQ) to the teachers and (WEQ) to the

workers and retrieve immediately the study lasted for 4

weeks.

5. DATA ANALYSIS

The data collected were analyzed suing descriptive

statistics of frequency counts and percentages and t-

test.

71

CHAPTERFOUR


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4.0 RESULTS

1. INTRODUCTION

This chapter discussed the results of findings below.

RESEARCH HYPOTHESIS 1

i) Do teachers use the field trip method to teach the

topic industrial pollution?

The results from table 1 indicate that 16(80%) of the

teachers agreed that they do not find the topic

(industrial pollution) interesting when using the field

trip method 18(90%) of the teachers disagreed that

they always use the filed trip method to teach the topic

(industrial pollution) 18(90%) of the teachers disagreed

that they take their student out to visit industries when

teaching this topic. 12(60%) of the teachers agreed

that their student had a broader understanding of the

72

topic when using the field trip method. All responses

are above 90% which disagree that teachers use the


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field trip method to teach the topic (industrial

pollution), while 60% agreed to the fact that students

had a better understanding of the topic when teachers

uses the field trip method. This is a pointer that

teachers acknowledge that the filed trip method will aid

a better understanding of the topic, although 90% of

the teachers clamed they do not use it.

2. RESEARCH HYPOTHESIS

Do student have the opportunity to go out on field trip

when learning this topic?

The result from table 2 indicates that 109(54.5%) of

the students agreed that they seldomly go on filed trip

when learning this topic (industrial pollution)

115(57.5%) of the students agreed that they so not

always go out on field trip when learning this topic

73

155(77.5%) of the students agreed that they seldomly

go to waste during sites when learning this topic. All


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the responses are above 60% which is a pointer to the

fact that the students do not have the opportunity to

go out on field trip when learning this topic.

3. RESEARCH HYPOTHESIS 3

What are the constraints associated with the use of

practical approach such as the field trip method in

teaching the topic industrial pollution the result from

table 3 indicate that 17(85%) of the teachers disagreed

that all their students always participate in class when

using the 4 filed trip method. 19(95%) of the teachers

agreed that all their students do not always participate

in class when using the filed trip method. 19(95%) of

the teachers agreed that he lecture method is a non-

stressful method when teaching this topic. 18(90%) of

teachers agreed that the school do not always allow the

74

teachers to take their students go on field trip because

it is capital intensive. 11(55%) of teachers agreed that


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they do not have enough time in a period to teach the

topic when using the filed trip method. All the

responses are above 80% and this is a pointer that if

these factors are not properly addressed it can serve as

a constraints to the use of practical approach such as

filed trip method in teaching this topic.

4. RESEARCH HYPOTHESIS 4

Does the learning of the topic create awareness on the

part of learners?

The result from table 4 shows that 11(55%) of workers

agreed that there is always a softy officer on site to

make sure the workers follow the best safety practices,

so as not to destroy the environment while working.

10(50%) of workers agreed that their company

provided a recycling facility in the company and

75

community where it is located to recycle waste

materials. 11(55%) of workers disagreed that their


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company do not carry out road clearing exercise of the

environment after every project. All the responses

above are (50%) and this is a pointer that some

industries are aware of the hazards that their activities

cause and so are taking some measure to manage and

control their activities not to pollute the environment.

Below is a layout of responses to various questions

contained in the questionnaire from all the schools and

companies.

Table 1: Frequency counts and percentages of teachers on

the use of field trip method to teach the topic

(industrial pollution).

S/N ITEM NO STATEMENT SA A D SDI I do not find the topic

(industrial pollution)

7

(35%)

9

(45%)

3

(15%)

1

(5%)

76

interesting to teach when

using the field trip method

2 I always use the filed trip 1 1 11 7


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2 I always use the filed trip

method to teach the topic


1

(5%)

1

(5%)

11

(55%)

7

(35%)

3 i always take the student

out to visit industries

where teaching this topic

1

(5%)

1

(5%)

7

(35%)

11

(55%)

4 My students have a

broader understanding of

the effect of individual

pollution on the

environment when ever I

use the field trip method

5

(25%)

7

(35%)

6

(30%)

2

(10%)

Table 2: Frequency counts and percentages of student on

the opportunity to go out on field trip when

learning this topic.

S/N ITEM NO STATEMENT SA A D SD

77

I I seldomly go on field trip

when learning this topic

63

(31.5%)

46

(23%)

51

(25.5%)

40

(20%)


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(industrial pollution2 I do not always go out on

field trip when learning this

topic

79

(39.5%)

36

(18%)

48

(24%)

37

18.5%

3 I soldomly go to waste

dump sites when learning

this topic

108

(54%)

47

(28.5%)

22

(11%)

23

(11.5

Table 3: Frequency counts and percentages showing

constraints associated with the use of practical

approach such as the filed trip method in teaching

this topic.


1 All my students always

participate in class when

using the field trip method

1

(5%)

2

(10%)

11

(55%)

6

(30%)2 All my students do not 13 6 0 1

78

always participate in class

when using the field trip


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method (65%) (30%) (0.0%) (5%)3 I consider field trip method

a very stressful method

when teaching this topic

15

(75%)

4

(20%)

1

(5%)

0

(0%)4 I consider lecture method

a non- stressful method

when teaching this topic

11

(55%)

5

(30%)

1

(5%)

2

(10%)

5 The school do not always

allow us to go on field trip

because it is capital

intensive

6

(30%)

12

(60%)

1

(5%)

1

(5%)6 I do not have enough time

in a period to teach this

topic when using the field

trip method

6

(30%)

5

(25%)

4

(20%)

5

(25%)

79

Table 4: Frequency counts and percentages showing that

the teaching and learning of the topic create


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awareness on the part of learners, this impact of

industrial pollution on the environment.


1 There is always a safety

officer on site to make sure

the workers follows the best

safety practice so as nor to

destroy the environment

while working

5

(25%)

6

(30%)

5

(25%)

4

(20%

2 My company provided a

recycling facility in the

company and community

where it waste materials

7

(35%)

3

(15%)

4

(20%)

6

(30%3 My company do jot carry out

routine cleaning exercise of

the environment after every

5 0 6 5

80


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8 6 25 29 279 33 13 37 4810 53 11 10 13


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Table 5 is a Response of female students

S/N SA A D SD

I 39 27 24 23

2 26 69 11 73 14 7 57 354 34 23 42 145 5 7 62 396 3 10 32 687 46 19 27 21

8 10 24 23 569 38 10 21 4410 55 36 12 10

Table 6 is layout of teachers response to various questions

contained in the questionnaire from all the schools sampled.

S/N SA A D SD

I 1 3 9 72 1 1 8 103 1 1 11 7

4 1 2 11 65 0 1 13 66 5 7 6 27 15 4 1 0

82

8 11 6 1 29 5 12 2 110 6 12 1 111 1 1 7 11


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12 6 5 4 5

Table 7 is a layout of student response to various questions

contained in the questionnaire from all the schools sampled.

S/N SA A D SD

I 63 46 51 402 62 104 21 133 26 17 89 68

4 57 44 73 265 8 16 98 786 11 26 66 977 79 36 48 378 16 49 52 839 71 33 58 92

10 108 47 22 23

Table 8 is a layout of workers response to various questions

contained in the questionnaire from all the companies

sampled.

S/N SA A D SDI 9 8 1 22 9 7 2 283

3 6 7 3 44 5 6 5 45 7 3 4 66 4 5 6 5


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7 8 4 3 58 6 5 6 39 5 4 6 5

4.7 SUMMARY OF FINDINGS

In this study, efforts had been made to evaluate the

practical approach to the teaching and learning of the

impact of industrial pollution on the environment in ten

public secondary schools in warri south local

government area and findings of the study are as

follows:

A) It was discovered that teachers do not use the

field trip method to teach the topic industrial

pollution.

84

B) It was also discovered that teachers are aware of

the enormous benefit of using the filed trip

method in the teaching of the topic


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method in the teaching of the topic

C) Teachers responses indicates that factors like

creating more opportunity to go out on field trip,

providing more funds for field trip and

encouraging class participation. More time should

be given in a period in other to teach the topic

properly

D) It was discovered that some companies and their

workers were aware off the danger their activities

can pose to the environment.

85

CHAPTER FIVE

5.0 DISCUSSION OF FINDINGS


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The first finding of this study is that teachers do not

use the field trip method to teach the topic industrial

pollution. 90% of the teachers agreed that they do not

use the field trip method to teach the topic however,

above 60% of teachers agreed that student will get a

better understanding of the topic when teaching use

the field trip method to teach this topic. These findings

were corroborated by the wikipedia encyclopedia

website (2011), that the field trip method is the most

effective in teaching topics like pollution and

preservation.

Brian Myers and Linda Jones (2009) found evidence

that good field trips provide participate with first hand

experience related to the topic or concept being

discussed in the program. They provide unique86

opportunities for learning that are not available within

the four walls of a classroom.

Therefore if the field trip method is very beneficial to


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Therefore, if the field trip method is very beneficial to

the learning of this topic, teachers should use this

method to teach this topic (industrial pollution) in

various secondary schools.

It was found in the study that factors like class

participation, availability of founds for field trip, the

amount of time spent in a period to teach the topic and

the Administration of schools to create the avenue for

teachers to take their students on field trip, hence the

following findings above can effect the use of field trip

method negatively or positively when teaching this

topic. Brian Myers and Linda Jones (2009) discovered

that if the listed limitations are not addressed, the

teacher would not be able to teach the topic effectively.

87

Efforts should therefore be made by schools to make

field trip on integral part of their instructional program.

Another important finding in this study is that there is


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Another important finding in this study is that there is

no significant difference in the attitude of male and

female students. This findings show that all students

whether male or female have equal attitude towards

going on field trips. The above findings support the

reports by Sorrento and Bell (1970) that field trips will

motivate and give meaning to teachers whether male

or female.

Conclusively, this study shows that 50% of industries

and their workers are aware of the hazard that their

activities cause and so are taking some measures to

manage and control their activities not to pollute the

environment. However, according to report or the

wikipedia website on environmental issues (2010), that

the industries generate a substantial portion of

88

pollution in the environment. This findings therefore,

prove to the fact the industries are not doing enough to

improve the environment.


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p

1. CONCLUSION

It has been established through the findings of this

study that though many teachers are aware of the the

benefit of field trip method to teach this topic, they do

not use the field trip method to teach the topic

industrial pollution. This then call for a radical re-

orientation of the public school administrators to make

possible all necessary support to the teachers to enable

them teach this topic effectively which has a lot of

benefit to the students and their environment.

2. RECOMMENDATION

89

Based on the conclusion shown from the findings of this

study, the following recommendation are made.

1. Teachers should be encouraged to use the field


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trip method.

2. Students should be taken for field trip when

learning this topic industrial Pollution.

3. All schools should make provision of field trip

when learning this topic.

4. The Government and school administration should

provide funds for field trip.

5. The teachers should be taught how to use the field

trip method to teach the topic industrial pollution.

6. The Government should promote awareness for a

clean environment by providing policies that will

make the industries take steps that will enforce a

cleaner and less polluted environment

90

BIBLIOGRAPHY

Arctic (January 7, 2008). In wikipedia, The free

Encyclopedia. Retrieved April 4, 2008


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y p p

Amnesty international (2009), Petroleum pollution and

poverty in the Niger Delta. Retrieved June 2009

Avwiri G.O, Chad-Umoreri.Y.E Eyinna .P.I, and

Agbalagba.E.O.: occupational radiation profile of oil

and gas facilities during production and off production

periods in Ughelli, Nigerial. Applied Science Journals

Retrieved Decermber 03, 2011.

Brian M. and Linda J. (2009). Effective use of field trips

in Educational programming a three stage Approach,

Gainess Ville, University of Florida

Colls, J. (2002).Air pollution. New York Spon press, P.25

Retrieved April 3, 2008 from questia.com

91


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Ghaz (2011).Sources of environmental pollution. Ecology.

Retrieved January 2011 from

http//www.scvienceray.com/biology/ecology/sources-


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of-environmental-pollution

Megha Tiwari (2010).Teaching methods in education.

Published October 4, 2010

htt://www.buzzle.com/articles/teaching-method-in-

education.html

Michie, M. (1998).Factors inffluenceing secondary science

teachers to organize and conduct field trips. Australian

science teachers journal 44(4) 43-50

Novak J. D. and Godwin D. B. (1984) Learning how to

learn, New York Cambridge University press.

Oil for Nothing.Multinational corporations, Environmental

destruction, Delta and impurity in the Niger Delta

Essentia.lAction,2000 Retrieved May 10, 2007

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Poushai Ganguly (2010). Effect of industrial Noise

pollution. Retrieved January 2011 from http://www.

Buzzle.com/articles/effects-of-industrial-noise-


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pollution.html

Rhomylly Forbes: How to teach Environmental Education

to children. retrieved January 2011 from http://

www .ehow .com/ how -4920717- teach - environmenta ;-

education - childrenm.html

Rosalie-Anne P.B (2011). Teachers guide on Acide Rain

Retrieved January, 2011 from

http :// www .angelfore .com / ks/ boredwalk / teacher .intml

Syder C (2005). The dirty work of promoting recycling

of Americans sewage shidge. International Journal

Occupational Environment Health 11 (4) 41527

Tutornext. 2008. Effects of Radioactive pollution.

Retrieved January, 201from

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http :// ww .tutonexttutornext .com/effects-radioactive

pollution/2011

Wisegeek. 2010 Industrial pollution. retrieved October
http://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.ehow.com/how-4920717-teach-environmenta;-education-childrenmhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://www.angelfore.com/ks/boredwalk/teacher.intmlhttp://ww.tutonexttutornext.com/http://ww.tutonexttutornext.com/http://ww.tutonexttutornext.com/http://ww.tutonexttutornext.com/http://ww.tutonexttutornext.com/http://ww.tutonexttutornext.com/http://ww.tutonexttutornext.com/http://ww.tutonexttutornext.com/


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23, 2010 from http :// www .wisegeek .com / what -1 s -

industrial pollution .html

Nwilo .P.C and Badejo O.T. (2009): Impact of oil spilla

along the Nigerian coast.

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APPENDIX

TEACHERS EVALUATION QUESTIONNAIRE (TEQ)

INTRODUCTION


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INTRODUCTION

This teachers Evaluation questionnaire (TEQ) is for research

purposes. It is intended to elicited responses for you. Please

kindly respond to the questionnaire. The information

obtained will be used only for research purposes. So feel

free to make appropriate responses as truthfully as possible.

This questionnaire is made up of two sections. Section A is a

teachers demographic data questionnaire while section B is

teachers evaluation questionnaire. Thick ( ) on the option

which best suit your response. The options against each

statement are:

Strongly Agree, (SA) Agree (A), Strongly disagree (SD),

Disagree (D).

96

SECTION A (TEACHERS BIO DATA)

1. Title: Mr. / Mrs. / Dr. / Prof./ Chief . (underline the

appropriate title)


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2. Age:

3. Sex:

4. Teaching Experience:

5. Qualification:

S/N Response Items Strongly

Agree(SA)

Agree

(A)

Strongly

Disagree(SD)

Disagree

(D)

1 I do not find the

topic (industrial

pollution) interestingto teach when using

the field-trip method.

97

2 I use instructional

aid to teach the topic

when using the

lecture method


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lecture method

3 I always used the

field trip method to

teach the topic


4 All my students

always participate in

class when using the

field-trip method.

5 All my students do

not always

participate in class

when using the

lecture method.

6 My students have a

broader

understanding of the

effect of industrial

98

pollution on the

environment when

laser I use the field-

trip method


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trip method.

7 I consider field-trip

method a very

stressful method

when teaching this

topic

8 I consider lecture

method a non-

stressful method

when teaching this

topic

9 I always give

students assignment

to write a report at

the end of each field

trip

10 The school do not

always allow as to go

99

on field trip because

it is capital intensive.

11 I always take the

students out to visit


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students out to visit

industries when

teaching this topic

12 I do not have enough

time in a period to

teach this topic when

using the lecture

method.

STUDENT EVALUATION QUESTIONNAIRE (SEQ)

INTRODUCTION

100

This student Evaluation questionnaire (SEQ) is for

research purposes. It is intended to elicit responses from

you. Please kindly respond to the questionnaire. The

information obtained will be used only for research


101/108

purposes. So feel free to make appropriate responses as

truthfully as possible.


Students demographic data questionnaire while section B is

Students evaluation questionnaire (SEQ). Thick ( ) on the

option which best suit your response. The options against

each statement are:

Strongly Agree, (SA) Agree (A), strongly disagree (SD),

Disagree (D).

SECTION A (TEACHER BIO DATA)

1. Title: Mr. / Mrs./ Miss./ Prof/ Chief. (Under Line the

appropriate tittle.

101

2. Age:

3. Sex

3. Class:


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SECTION B

S/N Response Items Strongly

Agree

(SA)

Agree

(A)

Strongly

Disagree

(SD)

Disagree

(D)

1 I seldom go on field-

trip when learning

this topic

2 I had a good

understanding of the

effect of industrial

pollution on the

102

environment after

going gout to visit

some industries.

3 going out on field-


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g g

trip is very stressful

for me when learning

this topic

4 I enjoy staying in the

class to learn this

topic

5 I do not enjoy doing

my report writing on

the topic after the

field-trip

6 I consider staying in

the class to learn this

topic, non- stressful

7 I do not always go

out on field trip when

learning this topic


103

8 I do not enjoy

participating in class

when learning this

topic


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9 I find this topic

industrial pollution

very boring when in

class

10 I seldomly go to

waste dump sites

when learning this

topic strongly agree

WORKERS EVALUATION QUESTIONNAIRE (WEQ)

INTRODUCTION

This worker Evaluation Questionnaire (WEQ) is for research

purpose. It is intended to elicited responses from you.

104

Please kindly respond to the question the information

obtained will be used only for research purpose so feel free

to make appropriate response as truthfully as possible.



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Workers demographic data questionna

okaro onoriode jude project

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