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University of Nigeria Research Publications

UKWE, Uzoamaka Charity A

utho

r

PG/Ph.D/97/23921

Title

Integration of Environmental Education Into the

Nigerian Certificate of Education (NCE) Homeconomic Curriculum

Facu

lty

Education

Dep

artm

ent

Vocational Teacher Education

Dat

e

December, 2005

Sign

atur

e

INTEGRATION OF ENVIRONMENTAL EDUCATION INTO THE NIGERIAN CERTIFICATE OF

EDUCATION (NCE) HOME ECONOMICS CURRICULUM

UKWE UZOAMAKA CHARITY PGlPh.Dl9712392 1

DEPARTMENT .+ ,, . OF . " ( . .,. VOGCATIONAL , ,+ TEACHER EDUCATION

UNIVERSITY OF NIGERIA NSUKKA

DECEMBER, 2005

UNIVERSITY OF NIGERIA, NSUKKA FACULTY OF EDtJCATION

INTEGRATION OF ENVIRONMENTAL EDUCATION INTO THE NIGERIAN CERTIFICATE OF EDUCATION (NCE)

HOME ECONOMICS CURRICULUM

UKWE UZOAMAKA CHARITY PG/Ph.D/97/2392 1

A THESIS SUBMITTED TO THE DEPARTMENT OF VOCATIONAL-T43ACHER EDUCATION OF THE

UNIVERSITY OF NIGERIA NSUKKA

IN FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF DECREE OF DOCTOR OF PHILOSOPHY

(Ph.D) IN HOME ECONOMICS EDUCATION

DECEMBER, 2005

APPROVAL PAGE

THIS THESIS HAS BEEN APPROVED FOR THE DEPARTMENT OF

VOCATIONAL TEACHER EDUCATION, FACULTY OF EDUCATION,

UNIVERITY OF NIGERIA, NSUKLL4

PROFESSOR ELIZABETH U . ANYAKOHA (THESIS SUPERVISOR)

J cc----

--

HEAD O ~ R T M E N T

DEAN, FACULY 0 DUCATION 0 DECEMBER, 2005

CERTIFICATION

UKWE UZOAMAKA CHARITY, a postgraduate student in the Department

of Vocational Teacher Education with Registration Number PG/Ph.D/97/23921, has

satisfactorily completed the requirement for research work for the Degree of Doctor

of Philosophy, in Home Economics. The work embodied in the thesis is original and

has not been submitted in part or full for any other diploma or degree of this or any

other university.

I

UKWE. U Z O M ~ X A CHARITY STUDENT

PROFESSOR ELTZABETH U. ANYAKOHA THESIS SUPERVISOR

DEDICATION

This work is dedicated to Almighty God and my

children who are the arrows in God's quiver.

ACKNOWLEDGEMENTS

The completion of this study was made possible through the support and

encouragement of many people. The researcher wishes to express her sincere gratitude

to God Almighty for giving her the grace and courage to undertake this study. Her

gratitude also goes to her Supervisor, Prof Elizabeth U. Anyakoha, who, despite her

workload, showed commitment, co-operation, patience and understanding at the various

stages of this work. Her wise counsel, guidance, constructive criticism and

encouragement led to the successfid completion of this work. Special appreciation goes

to Dr. C.A. Igbo and Dr. E.C. Osinem for their sustained interest and encouragement.

The researcher is also gratehl to Dr. B. Ogwo, Prof O.M. Okoro, Prof

S.C.0.A Ezeji, Dr. R 0 Mama, Prof R.N. Oranu, Prof J.N. Ogbazi, Dr. B.C Eboh,

Dr. Victoria Onu, and Dr. V.C. Ukwe, for the valuable suggestions they offered to

refine this work.

Deep gratitude is also expressed to Prof Ebele Maduewesi, Mr. V.O. Egbuabor

and Mr O.A. Adara of the Nigeria Educational Research Development Council, Abuja,

for assisting me with materials on Environmental Education. Her appreciation also

goes to Prof. J. Okpala, Prof S.O. Olaitan, Prof. Uche Nzewi, Prof Eunice Okeke, and

Prof Grace Offorrna for their usefbl contributions towards this work.

The researcher is also thankhl to Dr. Ezeani, Mr. & Mrs. Frank Okeke, Bro. and

Sis Uche Jedediah for their help and encouragement. The researcher would also like

to express her gratitude to the~gmp.of34edurers who validated the instrument for this

study.

She is gratefd to her husband whose sincere encouragement and patience were

unfailing. He provided the materials and moral support that saw me through this

programme. She is also gratefbl to her ihild&, for their understanding throughout the

programme.

Finally, the researcher's gratitude goes to her parents who in spite of their level

of education, continued to encourage her towards achieving greater height in her

academic pursuits; and to Mr. S.O. Omeje for typesetting and printing of the work.

UKWE UZOAMAKA CHARITY

TABLE OF CONTENTS

TTTLE PAGE . . . . . .

APPROVAL PAGE . . . . .

CERTIFICATION . . . . . .

DEDICATION ... ...

ACKNOWLEDGEMENTS . . . ...

TABLE OF CONTENTS ... ...

LIST OF TABLES . . . . . . . . .

ABSTRACT ... . . . .

CHAPTER ONE. INTRODUCTION . .

Background of the study . . . . . .

Statement of the Problem . .. . . .

Purpose of the Study . . . ... ...

Significance of the Study . . . . . .

Scope of the Study . . . . . . .

Research Questions . . . . . . . . .

Hypotheses . . , . .. ... ,' , b - . b q . ..' % , a

Assumption of the Study ... . . .

CHAPTER TWO: LITERATURE REVIEW . . .

Curriculum Theoriesh4odels ... . . .

Tyler's Model for Curriculum Theow . . .

Wheeler's Curriculum Model

Kerr's Model of Curriculum Theory

Approaches to Curriculum Organization/Design 4-

Subject Approach ...

Broad Field Approach ...

Core Curriculum Approach . . .

Integrated Approach . . .

Page

1

. . i1

. . . 111

v1

viii

X

Instructional Strategies . . . . . .

Instructional Methods ... ...

Instructional Materials ... ...

Environmental Education (EE) ... ...

. . . Concept of EE ... . . .

lmportance of EE ... ...

Environmental Education Objectives ...

Integration of Environmental Education ...

Relationship Between EE and Home Economics

Related Studies ... ... ...

Summary of Literature Review ... ...

CHAPTER THREE RESEARCH METHODOLOGY

Design of the Study . . . . . . . . .

Area of Study ... ... ...

Population of the Study ... ...

Sample . . . ... ...

Instrument for Data Collection ... ...

Validation of the Instrument ... ...

Reliability of the instrument ... ...

Method of Data Collection . 9 . . .ri: ~........ 18 . . . . . . . .

Data Analysis Techniques ... ...

Decision Rule ... ...

CHAPTER: FOUR: PRESENTATION qrND ANALYSIS OF DATA

. . . Research Question 1 and Hypothesis 1 . . .

Research Question 2 and Hypothesis 2 ... ...


Research Question 4 and Hypothesis 4 . . . ...


... ... Findings of the Study ...

... ... Discussion of the Findings ...

vii

CHAPTER FIVE: SUMMARY. CONCLUSION AND ... RECOMMENDATIONS ...

Restatement of the Problem ... ... ...

... Summary of the Procedure Used for the Study ...

Summary of Major Findings ... . . . . . .

Conclusion ... ... ...

Implications ... ... ...

Recommendations . ... . . ...

Limitations ... . . . . . . ...

Suggestions for Further Study . + . ... ...

REFERENCES ... ... ... ...

APPENDICES ... ... ... ...

List of Colleges of Education . . .

The Distribution of Home Economics Lecturers and NCE 111 Students ... ... ...

Distribution of Home Economics Lecturers and Their Qualifications ... . . . . . .

Distribution of Environmental Education Specialists and Their Qualifications ... ... ...

Distribution of Final Year NCE Home Economics Students . . . . . . ...

...... t . ..... I +

Description of NCE Home Economics Lecturers and Environmental Education Specialists on their Responses on Qualification ... ... ...

Description of NCE Home Economics Lecturers and Environmental Education S@xialists on their Responses on

... Years in the Service ... ... 146

Letter to Experts for Face Validation of the Instrument 147

Suggestions made on the Original Instrument ... 148

Questionnaire on Integration of Environmental Education Into Home Economics Curriculum ... ... 149

ANOVA ... ... ... 163

Computer Printout of Reliability Tests . . . 166

... Vlll

LIST OF TABLES

Cronbach's Alpha (a) Reliability Co-efficient for items from the ........................................................... trial-tested instrument. 90

Mean, Standard Deviation and F-ratio Responses of the Subjects on Specific Home Economics Relevant Environmental Education Objectives for Integration into NCE Home Economics Curriculum.. . . . . . . . . ..92

Mean, Standard Deviation and F-ratio Responses on learning Experience to be utilized in achieving Specific Home Economics Relevant EE

. . ............................................................................ Objective 1. .94

Mean, Standard Deviation and F-ratio Responses of the Subject on Learning Experience for Achieving Specific Home Economics Relevant

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EE Objective 2.. 95

Mean, Standard Deviation and F-ratio Responses of Subjects on Learning Experience for achieving Specific Home Economics Relevant

...................................................................... EE Objective 3 . . . 97

Mean, Standard Deviation and F-ratio Responses of the Subjects on Learning Experience for achieving Specific Home Economics Relevant

. . ..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EE Objective 4 . . 98

Mean, Standard Deviation and F-ratio Responses of the Subjects on Learning Experience for Achieving Specific Home Economics Relevant . . EE Objective 5. ..................................................................... 99

Mean, Standard Deviation and F-ratio Responses of the Subjects on Learning Experience for Achieving Specific Home Economics Relevant

............................................. .%. . EE Objective 6. . . . . . . . :: :d..:..:t. :). ,:+, ,: 100

Mean, Standard Deviation and F-ratio Responses of the Subjects on Learning Experience for Achieving Specific Home Economics Relevant

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EE Objective 7. 10 1

Mean, Standard Deviation and ~ - r a t b h Responses of the Subjects on Instructional Methods that could be Employed in Teaching Specific Home Economics Relevant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mean, Standard Deviation and F-ratio Responses of Subjects on Instructional Materials to be employed in Teaching Specific Home Economics Relevant EE Objectives within NCE Home Economics

........................................................................... Curriculum 104

Mean, Standard Deviation and F-ratio Responses of the Subjects on Evaluation activities for assessing integration of specific Home

................................................ Economics Relevant EE objectives 106

Abstract

The general purpose of this study was to evolve strategies fc: integrating Environmental Education (EE) into the Nigerian Certificate of Education (NCE) Home Economics curriculum. Specifically, the study determined the following: (i) specific Home Economics relevant EE objectives to be integrated into NCE Home Economics Curriculum; (ii) Learning experiences to be utilized in achieving the specific Home Economics relevant EE objectives in the NCE Home Economics curriculum; (iii) the instructional methods that could be employed for teaching Home Econoimics relevant EE objectives within the NCE Home Economics Curriculum; (iv) the instructional materials that could be used in teaching EE within the NCE Home Economics curriculum; (v) the evaluation activities that could be used for assessing the achievement of Home Economics relevant EE objectives within the NCE Home Economics Curriculum. Five research questions were answered and five hypotheses tested at 0.05 level of significance. The area of study was South-East and South-South geopolitical zones of Nigeria. The population was made up of EE Specialist, Home Economics Lecturers and Final Year NCE Home Economics Students in Federal and State Colleges of Education in South-East and South-South geopolitical zones of Nigeria. Questionnaire was used for data collection. The mean, standard deviation and ANOVA were used for data analysis. The findings of the study involved seven posslble specific Home Economics relevant EE objectives to be integrated into NCE Home Economics curriculum. These include among others, that students should be able to: discuss components of the environment and their relevance to the family; explain factors that degrade the physical environment and threat to the family; prevent environmental degradation for family survival. Thirty-nine learning experiences identified In the study were clustered under seven (7) specific Home Economics relevant EE objectives. These include, inter.alia; discussing the negative and positive roles of micro-organisms in family living, Explaining effects of desertification and threat to marginal levels on food production and family; .. ,t...ha. identifying, ,, practices for households. Nineteen instructional methods to be employed in teaching specific Home Economics relevant EE within NCE Home Economics Curriculum includes; demonstration methods, discussion methods etc; eighteen instructional materials that could be employed in teaching specific Home Economics relevant EE objectives, include; text books, instructional guide, thematic models etc; E~aluation activities that could be used for assessing specific Home Economicg r d ~ a n t EE objectives include; true/false questions, anecdotal records, multiple choice questions etc). Based on the findings, six recommendations for integrating EE into the NCE Home Economics curriculum were made. These involve among others, that, (1) The Home Economics relevant EE specific objectives, Home Economics relevant learning experiences, instructional methods, instructional materials and evaluation activities identified by this study be integrated into NCE Home Economics curriculum by NCCE. (2) It should serve as in-service for training Home Economics NCE lecturers. (3) Textbooks should be developed by Home Economists in teaching EE within Home Economics programme.

CHAPTER ONE

INTRODUCTION

Background of the Study

Home Economics, is a broad field of study which focuses on the welfare of the

individual and family including their environment. It draws knowledge from a variety

of disciplines, such as Chemistry, Biology, Physics, Agriculture, Sociology,

Humanities, Arts, etc., then synthesizes such knowledge and uses it to build up its own

body of knowledge (Anyakoha, 2091). Home Economics is therefore both a body of

theoretical knowledge based on exact sciences and humanities, and forms of practice,

backed by appropriate technologies (International Federation of Home Economics

(IFHE, 1988). Its area of activity is the development, management and use of human

and material resources (in the environment), for the greater welfare of individuals,

families, and human society in its entirety (Anyakoha, 1994). Right from its conception

in la02 at Lake Placid Conference by Ellen Swallow Richards, Home Economics was

concerned as "a study of the laws, conditions, principles and ideals which are concerned

on the one hand with man and immediate physical environment and on the other hand

with his nature as a social being, and the relationship between those two factors"

(Fayemi,. 1987). Thus Home Economics has ever been concerned with the family and

the environment. The environment and its sustainable management ought to be a

serious concern for ~or~1~"E2oiiomics ' and its practitioners. Since sustainable

environmental management necessitates environmental education (EE), Home

Economics programmes at various levels of education including the Colleges of

Education, should integrate EE issues as they relate to the family and its survival. The , I - .L

family exists in the environment and Home Economics ought to focus, inter alia, on

the sustainable management of the physical environment.

The physical environment is where all human beings live and it consists of air,

land and water. It provides the resources and ecological processes which make life

possible (Anyakoha, 1994). lndividuals and families depend on the environment and its

resources for their survival. In the process of consumption, man generates different

types of waste that go on to pollute the air, water and land; the very elements of the

environment that sustains life. The result is environmental degradation and problems.

These problems include loss of biodiversity, ozone layer depletion, global heating,

various fonns of pollution, inadequate waste management, flooding, soil erosion,

deforestation, desertification, toxic waste or chemical waste from factories etc. Reports

indicate that these global environmental problems affect Nigeria as other parts of the

World (Eguabor, 2000).

These problems give rise to environmental degradation, which devastates

families and in some cases render family members homeless. There is therefore, an

urgent need for proper management of the environment, which in turn, calls for

approprizte environmental education for individuals and families, so as to equip them

for proper management of the environment.

Environmental Education (EE) is an educational process that deds with man's

relationship with the natural surroundings and includes, inter alia, issues relating to

population, pollution, resources allocation and depletion and conservation technology

(Adara, 1998). It aims at producing citizens who are knowledgeable concerning the

biophysical environment and its associate problems and are also aware of how to help

solve the problems and motivate people to work towards their solution [ U ~ t e d Nations

Education, Scientific and Cultural Organization (UNESCO) and United Nations

Environmental Programme (UNEP), 19861. It is a life-long process because it involves

efforts to bring about a positive change in attitude towards the environment (Eguabor,

2000). The goals of Environmental Education are to:

(i) foster clear awareness and concern for economic, social, political and ecological

interdependence in urban and rural areas; . & , d . , . , !, \?, , ..)* ' .

(ii) provide every person with opportunities to acquire the knowledge, skills, values,

and attitudes for improving environment;

(iii) create new patterns of khaviour of individual groups and societies as a whole

towards the environment.(Aina,l99D).

This shows that the knowledge of Environmental Education (EE) ought to help

maintain sustainable management of the environment. There have been global actions at

enhancing EE (UNESCO Pr UNEP, 1986).

In Nigeria, the first concerted effort to address the proper teaching and learning

of Environmental Education started in 1992, when the Nigerian Education Research

Development Council (NERDC) organized a national conference on EE with support

from UNESCO. This conference among other issues, discussed the state of EE in

Nigerian schools. This was followed in the same year by a West African Sub-regional

Conference on EE, also organized by NERDC with the support of UNESCO. As a result

of recommendations from the National and Subregional EE Conferences, a National

Co-ordinating Committee on Environmental Education (NCCEE) was established in

December 1992 with NERDC as its secretariat (Eguabor, 1999).

The NCCEE developed a prototype EE curriculum which became the building

block for other EE cumcula developed years later. This was later approved in February

1998 by the National Council on Education (NCE), for formal and non-formal

educational sectors. For the formal sector which, includes primary, junior and senior

secondary schools, the EE elements were integrated into carrier subjects. For Junior

secondary schools (JSS) these carrier subjects include: Integrated Science, Social

Studies, Introductory Technology, Agriculture, Business Studies, Home Economics, etc.

For the Senior Secondary Schools (SSS), the carrier subjects include; History, Islamic

Studies, Physics, Biology, Chemistry, Mathematics, Economics, Geography, English,

Christian Religious Knowledge, Food and Nutrition and Home Management (clothing

textile, etc.). No provision was however made for the integration of EE into the

Nigerian College of Education (NCE) Home Economics curriculum.

Home Economics is dynamic and has room for integration of Environmental

Education as a camer subject, at various levels of education. The Colleges of

Education produce teachers who are expected to teach in primary and secondary

schools. The NCE Home Eco~pfi$cq,graduates are also expected to teach EE within

Home Economics (as a carrier subject). It is therefore necessary to include EE into

Home Economics cumculum at NCE level. This will help produce teachers who can

handle EE within Home Economics at the primary school level and beyond. Therefore

to achieve the objective of EE in ~igeria,;it should therefore be integrated into NCE

Home Economics curriculum.

Cumculum is used to refer to all of the learning experiences, which is planned

and directed by the school to attain its educational gods (Tyler, 1975). Also Wheeler

(1980) opined that curriculum means the planned experiences offered to the learner

under the guidance of the school. Curriculum therefore, could be referred to, as a plan

for achieving educational goals and realizing the hopes of the society. Hence to combat

the recent problem of environmental degradation, EE -elements such as specific

objectives, learning experiences, instructional methods, instructional materials and

evaluation activities, which are relevant to the peculiar needs of the subject area (Home

Economics), should be integrated into NCE Home Economics. lntegration involves the

utilization of curriculum elements from one subject area to another of the same

curriculum so that they buttress one another (Onyike, 1981). The integration here,

therefore, is to have findamental unity of knowledge by making EE objectives and

other relevant curriculum elements an integral part of Home Economics curriculum at

the NCE level. Such planning requires the contributions of Environmental Education

specialist, NCE lecturers and final year NCE students, if the curriculum will have

proper environmental management which improves quality of life of individual,

families and societies.

Statement of the Problem

Home Economics is a vocational subject that fbcuses on the welfare of

individuals and families including their environment. According to Buboltz (1991)

Home Economics has an underlying base value which is survival. This includes

survival of humans as well as other living species and the maintenance and

sustainability of the non-living environment to support human life. Other values

embedded in Home Economics are the improvement of the well-being of human and the

enhancement of the environment. This well-being of individuals and families cannot be

considered apart from the well-being of the ecosystem which constitutes the

environment. ,, ,, , .bq. .,. .% 6 ) t

However, Anyakoha (1994) pointed out that EE has not received the emphasis it

deserved in Home Economics programmes. The present Home Economics curricula are

also not hlly relevant to the needs of rural families with regards to agricultural

production, processing, preservation, stbtage;-exchange and environmental management

(Eckman, 1994). The present curricula at tertiary level does not include conservation

topics and methods relevant to households especially those in the rural areas as they are

the ones that manage natural resources such as water, land and forests in their

immediate environment. Available reports show that many higher education Home

Economics programmes globally lack content in EE (http//extensca.Oregon state.edu/

currylhome. Php retrieved U l9/2OO6).

Eckman (1994) stated that presently there is a widespread lack of curricula and

training materials for Home Economics professionals who wish to incorporate

environmental concerns into existing Home Economics curricula at tertiary institutions,

which include Colleges of Education. Also, UNESCO & UNEP (1986) noted that the

objectives of Technical and Vocational Education (Home Economics inclusive) are

currently not oriented towards solving the problems of the environment Guru (1987)

observed that the content of individual vocational education cumculum including Home

Economics has emphasized on optimizing with little stress on environment.

For illustration purposes, the NERDC in 1996 and 1998, prepared an EE

curriculum guideline for primary, junior and senior secondary schools and Home

Economics was used as a carrier subject for these levels of education. However, no

provision was made for EE within the NCE Home Economics Curriculum Guidelines

(National Commission for Colleges of Education (NCCE), 2002). Since NCE Home

Economics graduates are to teach EE on graduation, it becomes necessary to evolve

ways of integrating Home Economics relevant EE objectives, learning experiences,

teaching strategies and evaluation activities into the NCE Home Economics cumculum.

This is a problem that needs to be addressed.

Purpose of the Study

The general purpose of this study was to evolve strate@es for integrating

relevant EE into Nigeria Certificate of Education Home Economics curriculum.

Specifically, the study determined:

1 The specific Home Economics relevant EE objectives that could be integrated ..,,". % l . " . *'.I>

into the NCE Home Economics cuniculurn.

2. The learning experiences that could be utilized to achieve specific Home

Economics relevant EE objectives within the NCE Home Economics

cumculum. I f _ .-

3. The instructional methods that could be employed for teaching Home

Economics relevant EE objectives within NCE Home Economics curriculum.

4. The instructional materials that could be employed for teaching Home

Economics relevant EE objectives within NCE Home Economics cumculum.

5 . The evaluation activities that could be used for assessing the achievement of

Home Economics relevant EE objectives within the NCE Home Economics

curriculum.

Significance of the Study

Home Economics focuses on the welfare of individuals and the families. These

individuals and families exist in the environment. Thus Home Economics programmes

should engender better understanding and management of the environment. EE should

therefore be a vital component of every Home Economics Curriculum. This emphasizes

the need to integrate EE into Home Economics curriculum at various levels of

education. The NCE Home Economics programme requires special attention because

the grad~ates are expected to impact EE on the lives of primary and secondary school

children, who in turn should be empowered to influence their environment positively

The findings of this study, if published, will contribute in various ways to

promote EE and the effective management of the environment. The study will reveal the

specific Home Economics relevant EE objectives, learning experiences, instructional

materials, instructional methods, and the evaluation activities that could be utilized to

achieve integration of EE into NCE Home Economics Curriculum. The findings of the

study will be of benefit to curriculum planners, Environmental Education specialists,

Home Economics lecturers in tertiary institutions (NCE), final year NCE Home

Economics students, Policymakers and the Nigerian society in its entirety.

The findings will fbrther help curriculum planners to effect innovations in the

NCE Home Economics curriculum, with emphasis on EE. Environmental Education

bodies that are expected to benefit are: Nigeria Educational Research and Development

Council (NERDC), and NatimaLComfflission for Colleges of Education (NCCE). This

study will enable NERaC to prepare EE curriculum guideline for tertiary institutions

(NCE) . This will be adopted by NCCE. Achievement of this will help to produce

Home Economics teachers with proper knowledge of EE. I+ --

Environmental Education specialists in various fields and research institutes will

also find the results of this study useful. They, through acquired knowledge from the

findings of this study, could specifL the scope of the content, learning experiences,

methods for organizing the curriculum and different evaluation techniques appropriate

and peculiar to Home Economics subjects.

The Home Economics lecturers as the implementers of the curriculum will be

aware of environmental properties or materials they use, the process in production, and

the risks that those who operate them may be exposed to. For instance in production,

they will be aware of risk involved in handling machines such as electrical gadgets

(iron, blenders, washing machines etc.). They would know how to handle poisonous

substances and chemicals used in dyeing processes, dry-cleaning, hair dressing etc.

They, through seminars, conferences and workshops can suggest the type of contents,

resources and evaluation procedures to be included in the curriculum.

The final year NCE Home Economics students, having gone through the NCE

Home Economics curriculum will contribute meaningfully to curriculum planners.

Therefore if the curriculum is enriched with environmental elements, they (NCE Home

Economics students) will build themselves with proper Environmental Education that

will enable them pass on the same knowledge to children in the primary and secondary

schools. These children, from foundation, will have ideas about their environment and

how to care better for it so as to help salvage the nation.

The government, through workshops and seminars that come up as a result of

the findings of this study will benefit because the loses incurred as a result of poor

management of the environment and environmental resources will be controlled. This

will enhance national development, better management, greater productivity, and better

quality of life of individuals and families.

Scope of the Study

This study focused on: (i) five processes in curriculum development in relation

to Environmental Educatiu~,(EE).,mely: determination of Home Economics relevant

EE objectives, learning experiences, instructional methods, instructional materials and

evaluation activities. (ii) the Colleges of Education in South-East and South-South

geo-political zones of Nigeria.

I 1 _ .i

Research Questions

This study sought answers to the following questions.

I . What are the specific Home Economics relevant Environmental Education (EE)

objectives that could be integrated into the NCE Home Economics Curriculum?

2. What are the learning experiences that could be utilized to achieve the specific


Curriculum?

3. What are the instructional methods that could be employed for teaching specific


Curriculum?

4 What are the instructional materials that could be employed for teaching specific

Home Economics relevant EE objectives within NCE Home Economics

Curriculum?

5 What are the evaluation activities that could be used for assessing the

achievement of specific Home Economics relevant EE objectives within the

NCE Home Economics curriculum?

Hypotheses

The following hypotheses were tested at 0.05 level of significance.

There is no significant difference among the mean responses of Home

Economics lecturers, EE specialists and final year NCE Home Economics

students on the specific Home Economics relevant EE objectives that could be

integrated into the NCE Home Economics curriculum.



students on the learning experiences that could be utilized to achieve specific


curriculum. . , . . It I



students on the instructional methods that could be employed for teaching

specific Home Economics relevanr EE objectives within the NCE Home

Economics curriculum.



students on the instructional materials that could be employed for teaching

specific Home Economics relevant EE objectives within the NCE Home




students on the evaluation activities that could be used for assessing the

achievement of specific Home Economics relevant EE objectives within the

NCE Home Economics curriculum.

Assumption of the Study:

It is assumed that Home Economics lecturers, final year NCE Home Economics

students and EE specialists are appropriate sources of information for the study. The

EE specialists participated in the preparation of EE curriculum guidelines for Junior and

Senior secondary schools in 1996198 respectively.

CHAPTER TWO

LITERATURE REVIEW

This chapter deals with the review of related literature. The literature was

reviewed and organized under the following subheadings

Curriculum Theories/ Models

1. Tyler' s model

11. Wheeler's model ... 111. Kerr's model

Approach to Curriculum Organization and Design

I . Subject matter approach . . 11. Broad field approach . . . 111. Core curriculum approach

iv. Integrated approach

Tnstructional Strategies

I . Instructional Methods . . 11. Instructional Material

Environmental Education (EE)

I . Concept and components (EE)

11 Importance of EE

iii Objectives of EE

iv Integration of EE .. ,, , .b!. 73. % , 1.- . .

Relationship between EE and Home Economics

Related Empirical Studies

Summary

Curriculum Theories/Models

Curriculum theories or models refer to a set of related statements that give

meaning to school curriculum by pointing out the relationship among its elements by

directing its development, its uses and its evaluation (Beachamp, 1975). Curriculum

theories or models include among others;

(i) Tyler' s model for curriculum theory

(ii) Wheeler's curriculum theory model

(iii) Kerr's curriculum theory model

Tyler 's Model for C'urriculum Theory

Tyler's model provides a simple view of the interaction of the components of

curriculum design. It gives the impression that specifling aims and objectives is the

beginning of curriculum design, while evaluation is the end of the design To him

evaluation should be at the end of the curriculum process.

Tyler (1975) suggested four questions that should be answered in connection

with curriculum development. These are

1. What educational purpose should the school seek to attain?

2. What educational experiences can be provided that are likely to attain these

purpose?

3. How can these educational experiences be effectively organized?

4. How can we determine whether these purposes are being attained?

He firther explained then as follows:

1. What educational purpose should the school seek to attain?

In this first section, Tyler mentions that one of the main problems with

education is that educational programme "do not have clearly defined purpose". These

purposes as he describes them should be translated into educational objective. This

, objective-based approach to evaluation is the core of what Tyler proposes Tanner and

Tanner (1995) noted that Tyler's philosophy is very similar to contemporary views in

many ways. He describes education as an ''Wive process". It involves the active efforts ., , , . , . % 3 . ,. , < . , a

of the learner himself Tyler's model suggested that educational objectives should

describe pupil's behaviour and not the teacher. In order words, objectives should

specify how pupils are to behave at the end of a particular teaching unit. Objectives

should also describe the behaviour of the; pupils and the context of that behaviour.

McBeath (1990) in analyzing Tyler's first question developed ten questions.

1. What kind of course is to be developed?

2. Are there existing courses which could be used or adopted?

3 . Are there existing related courses which will affect the limits of a new

course?

4. What is going on interstate and overseas in this training area?

5 . What will be the immediate and the long-term demand for this course?

6 . What is known of the potential student body?

7. What can be learned from past course experience?

8. What are the constraints of the training body (cost? time? staff7 space? and

equipment distance)?

9 What are the constraints of government, union and industry regulations?

10. What resources will be required?

This shows that selection of objectives will be based on the knowledge,

attitudes, and skills required by graduates from the new courses, also it is not enough to

ask two experts to write down what they think should be included in the course. The

curriculum developers must also be proactive, exploring fbture trends, rapidly changing

technology, experiences in other places and the policy directives of the training body.

Tyler (1975), therefore in analyzing his f ist question demands that curriculum

developers to start with the basic educational purpose to be served by the new

programmes, that is, to examine the ideal of the need of the pupils. Funnel (1989), in

the same view, noted that the curriculum developer has to discover the personal needs

of the students. How old are they? What is their academic and work background? Why

are they seeking training?

Offorma (1994) also believed that, the major concern of education is to change

individuals in some way. It may be "to add" to the knowledge they possess, or enable

them perform some skill or to develop certain understanding, insights and appreciation.

This statement means that objective or aim should be put into consideration. For the

learning to be effective, the characteristics of the learner such as his age, aptitude, ,',, , . w T . \% , la

interest, emotion needs etc are born in mind when selecting the objectives. Tyler (1975),

in discussing the objectives noted that in studying the need, interest, or value of the

students, the problems and purpose he has in mind should be considered. This is what

Offorma (1994) called sequences of th6 objectives. Tyler noted that educational

objectives become criteria by which materials are selected, content is outlined,

instructional procedures are developed and tests and examinations are prepared.

Wilson (2005), in explaining Tyler's first question (What educational purposes

should the school seek to attain?) posited that it involves, thinking about, justifying, and

delineating what you are going to teach and how this material is relevant to the

common, current purposes of schooling? He hrther added that in identifjmg the hture

needs, of the student, the school should indicate it in the content. In other words it

should provide a rationale for what you are teaching and for how you are using

students' time

Again, Tyler (1975) explained sources of selection of educational objectives.

These are.

(a) studies of the learners themselves;

(b) studies of contemporary life outside the school;

(c) suggestions about objectives from subject specialists;

(d) use of philosophy in education;

(e) use of psychology of learning;

(9 stating objectives in a form to be helpfiil in selecting learning experiences and in

guiding teaching.

These criteria are sources for formulation of educational objectives. Tyler (1975)

fiirther emphasized that goals of the curriculum should be determined by examining the

needs and interests of the student's studies of contemporary life and recommendations

from subject matter experts. Teachers, through a psychological and philosophical screen

ensure that the goals are appropriate to the developmental level of the student and to

what the community thinks is worthwhile.

Tyler (1975) also suggested that for learning to be effective, the characteristics

of the learner such as his age, aptitude, interest, attitude, emotions, aspirations need and

socio-economic status are borne in mind while selecting the objectives. He also

emphasized the importance of studying the child to find out what interests he has, what . , 4 . P 3 '

problems he encounters and what purpose he has in mind. The child's age is considered,

so as to make sure that the planned curriculum includes the experiences which the child

can conveniently engage in, in the process of learning. He fbrther explained that the

following factors should be considered ia fornjulating the objectives:(i) The feasibility

or attainability of the objectives. (ii) The appropriateness of the objectives. (iii) The

relatedness of the objectives to the learner's experience. (iv)The required time limit to

attain the objectives as the justification of the objectives based on the theory of learning

and how general or specific the objectives should be formulated. The selected

objectives have to be feasible and attainable in terms of the time limit and the

maturational level of the learners. The selected objectives have to be presented on a

sequential order starting with the simplest and graduating with the most difficult. This is

because learning is cumulative. The learner continues to build upon hidher previous

experiences. This, according to Offorma (1994) explains why the learner's experiences

should be integrated in the objectives. When this is done the achievement of the

objectives is facilitated because the learner is at home with the objectives

Tyler's greatest gift to the field of education was the development of an

objective -based evaluation model. Tyler (1975) to this day has been called the father of

behavioural objectives. The behavioural objectives are stated in specific terms. For

instance to answer the question; what will the pupils be doing at the end of a course of

instruction? One, begin with a verb such as describe, identifl, estimate, select, compare,

define, plan, recognize, interpret, plot, express etc. In other words, specific objectives

should be stated in terms of the behaviour expected of the pupil after going through

some planned experience. For this study the objectives were stated on behavioural

terms in line with Tyler's approach to objectives.

Hence Onwuka (1981) stated that a good specific objective should include three

components these are: (a) Behaviour, which identifies what, the learner will be doing as

evidence that he has achieved the objectives. (b) Conditions which define the desired

behaviour fbrther by describing important conditions under which the behaviour will be

expected to occur. (c) Standards, which specrfl the criteria of acceptable performance

by describing how well the learner must perform to be considered acceptable.

The specific objectives can be stated under the three categories specified by

Bloom's taxonomy of educational objectives namely cognitive, affective and

psychomotor domain. These include: . , , , . . A k, , .?. , . . I + ' .

Cognilive Domain objectiva: These deal with knowledge, instructional skills and

abilities. Cognitive objective emphasizes remembering or reproducing something,

which has presumably been stated, as well as objectives which involves the solving of

some effective task. It is classified fio& lowest to highest which is group into a

hierarchy of six intellectual fbnctions or mental abilities (Saylor and Alexander, 198 1).

Knowledge: what, when, define, name, list, etc.

Comprehetzsiotz : Explain, compare, summarize.

Application: This involves identification of the reIationship and principles e.g. what

does this information tell you about? What is your evidence?

Synthesis: deals with instructional elements; parts, pieces and arranging them in such a

way that they form a pattern, e.g. support the main idea with the data provided.

Ana@sis: It means making critical analysis of the studies, theories and practices.

Evaluation: This implies the qualitative assessment or judgement of materials, e.g.

comment on, what is your judgement on.

Affective Domain: These reflect non-cognitive categories such as vdues, attitude,

interest. It emphasizes a feeling or emotion. It is categories simplest, to the highest,

e.g. Receiving, Responding, Valuing, Organization, Characterization.

Psychomotor Domain: It deals with physical motor skills, the learner will acquire. It

emphasizes some mus~ular or major skill. It is classified into (1) lower level -

understanding of terminologies; (2) middle level - task identification, or break tasks

into elements; (3) high levels - execution identified elements.

2. What Educational Experiences can be provided that are likely to attain these Purposes?

The question focuses on the educational experiences that are related to the

purpose identified in step one. It is concerned with content, processes and methods to

be used to deliver instructional information. Wilson (2005), in answering Tyler's

second question, emphasized that the content or processes should be more holistic. For

instance, teaching should involve the whole child through instructional techniques and

processes. This should actively engage multiple modalities and children's mind-bodies,

psyches, and social consciousness. Good instruction needs to be multi-model in order

to be remembered. This approach creates multiple neural pathways and has a better . , 4 . 7 @ I + '

chance of meeting different types of learning styles. To portray it further, Tyler (1975)

defines learning experience as the interaction between the learner and the external

conditions in the environment to which he can react. An interaction can be mental such

as contemplating, questioning, thi&irlg,.:discussing etc. It can also be physical as in

constructing, playing, painting, writing. Whether the interaction is mental or physical

the learner is doing something and it is what he does that he learns. Learning experience

therefore can be regarded as any activity that the learner engages which results in a

change in his behaviour. Offorma (1994) opined that learning experiences can be

regarded as activities the learners engage in, in the process of learning the content.

She observes that one of the principles of learning is active participation or

involvement of the learner in the learning process. Learning is believed to be facilitated

and more effective through the active behaviour of the student. The learner cannot be

active if he is not involved. For instance in a Home Economics class, if the teacher is

teaching "classification of food nutrient", the students can be involved in these

activities: by identifllng different food nutrients and their hnctions, listing the foods in

different groups of the food nutrient, listening to the teacher's explanations, drawing the

food nutrients in the cardboard paper etc. Learning experiences are not teacher oriented,

that is they are not the activities performed by the teacher. This is because although the

teacher can carry out many activities in the class in an effort to bring about learning, it

is not until the learner performs the required activities that we can say that learning has

taken place. Therefore learning experiences are basically learner-oriented. Tyler (1 975)

advocates five principles in selecting learning experiences. These are:

(a) the learning experiences will give the learner an opportunity to practise the kind

of the behaviour implied in the objective;

(b) the student must obtain satisfaction from carrying on the land of behaviour

implied by the objectives;

(c) it must be appropriate to the students attainment;

(d) many learning experience will be used for attainment of an objectives;

(e) the same learning experiences will usually bring about several outcomes.

Tyler also identified four usehl characteristics of learning experiences for

attainment of various types of objectives. These include:

( I ) Learning experiences to develop skill in thinking

(2) Learning experiences is helphl in acquiring information. . ' , , . . A * $ . .-. $ . . ) ? ' ,

( 3 ) Learning experiences is helpfbl in developing social attitude.

(4) Learning experiences is helphl in developing interest. Again, learning

experience should create behaviour pattern in the learner. The factors that make

up this pattern include among o$hers:.:,(a) Balance (b) Continuity (c) Repetition

of experiences (e) Multiple learning.

Balance: This implies that individual as a hnctiond members of the society, should

be given experiences needed for his overall development, maturation and demands of

the society.

C'ontinuity: The ideas gathered in the experience should progress. This will enhance

the learners comprehension.

Repetition of Experiences: The learning experiences selected should be given room

for repetition, this will enhance the learners comprehension and its power of recall and

make learning permanent.

Multiple Learning: This will engender or strengthen attitudes which develop to

beliefs and then change in value.

Tyler's rationale (1975) advocates that knowledge selected for the curriculum

could serve the purpose of the average students. In support of this, OfForma (1994)

noted that learning experiences as proposed by Tyler (1975) are goal-oriented. The

essence of selecting appropriate learning activities is for the attainment of educational

goal. Therefore in line with this study, the learning experiences were selected to achieve

the stated objectives.

3. How can these educational experiences be effectively organized?

Tn this third question, Tyler wants to suggest the procedures for organizing

learning experiences into units, courses and programmes. Organization is seen as an

important procedure in curricuhm development because it greatly influences the

efficiency of instruction and the degree to which major educational changes are brought

about in the learners. In considering the organization of learning experiences we may

examine their relationship over time and also fiom one area to another. These two kinds

of relationships are referred to as the vertical and the horizontal relationships (Tyler,

1975). ,' , , + A "$. ,B. ? a .

Offorrna (1994) defined horizontal organization as the arrangement of the

content and learning experiences in such a way that they are related at the same level

but in different subject areas. For instance, when what is learned in Home Economics in

the first year is related to what is learnqd in - environmental .. education in the same year.

There is sort of repetition of the content and learning experiences. The vertical

organization is the arrangement of the content and learning experiences so that they are

related over time within the same subject or in different subject areas. For instance in

J.S.S I Home Economics is so arranged that it is related to J.S.S II and J.S.S IIT Home

Economics and even up to SS I etc.

Wilson (2005), in explaining Tyler's third questions of instructional

development asked this question: what are the organizational methods, which will be

used in relation to those purpose? He added, in the context of educational purposes;

how could you eff'ectively organize your information and presentations so that they are

effective? In answering Tyler's question, he added that instruction should be made

relevant to student's experiences- past present and future lives. Also instructional

strategies and content should be tired into student's experiences. It should be made real,

applicable to their past experiences, their present needs and their immediate futures.

Tyler, (1975) recommended that curriculum developers should select a type of

organizing elements appropriate to their task and then use each elements to build a

continuous, sequence for integration into the curriculum.

Hart, Burts & Wroth (1997) writing on Tyler's model observed that each school

should decide upon an organizing structure that suits it. In these ways Tyler's rationale

concentrate on the "how" of curriculum making, not the what of the curriculum. The

organizational structure accorded to Tyler (1975) represents organization at the lowest,

intermediate and highest levels respectively. Offorma (1994) noted that structures such

as lessons, topics and units of works form the lowest level of the organizational

structure. The intermediate level of the organizational structure is the course in Home

Economics. For instance this could represent courses like Laundry work, Home

management, clothing and textile etc. The highest organizational level is the

arrangement of the body of knowledge and experiences into subjects or disciplines e.g.

Home Economics, Environmental Education, Biology etc.

Onlvuka (1981) noted that Tyler has identified three major criteria that should be

satisfied by an effectively organized group of curriculum experiences. The first criterion , ' , , . , A * #..>. $ . , + ' ,

is continuity. This refers to the vertical reiteration of major curriculum elements within

any field of study. In other words, if learning experiences are brought into continuing

operation, they will very likely produce a cumulative effect, which will bring about

profound chafiges in the learner. For,, inslaace, if an objective in EE is to develop

knowledge, skills, attitude, values, etc., these should be dealt with repeatedly in various

parts of EE course such as pollution, desedcation, environmental hazard, population,

etc.

Another major criterion is sequence. This is referred to as vertical relationship in

curricu!um organization. Sequence implies continuity as well as progression from the

lower to the higher levels of treatment of cumculum element. For example the

sequential de17elopment of the concept of energy would require that each successive

treatment of the concept would broaden and deepen the student's understanding of the

meaning of energy in all its ramifications. The emphasis should not be on duplication,

but on higher levels of treatment of successive learning experiences

The third major criterion for effective organization of curriculum experiences is

integration. It refers to the utilization of cumculum element from one subject area to

other subject areas of the curriculum so that they buttress one another. Integration helps

the student to set a unified view of the elements dealt with in various areas of the

curriculum. It does not refer to knowledge but may relate to skills, attitude and values

which are being developed in more areas of the curriculum. In this regard, educational

objectives can serve as integrating elements. For instance, developing the skill in

handling environmental problems in students can be achieved using the various areas of

the cumculum. Students through experiences provided for them can develop skills.

These skills can be reinforced by the teacher and be made more permanent if the teacher

can utilized that skill involved in solving environmental problems in Home Economics.

This makes the student to realize that, the skill is not simply an isolated behaviour to be

used in a single course but one of the many capacities he needs in the varied situations

of his daily life. The integrating center could be topics, problems, and units of work

appropriate to the maturity of the class and relevant to the integrating elements of the

curriculum of the school. In this study, the integrating elements of EE is expected to

relate to that of Home Economics horizontally or vertically, in this regard NCE I to

NCE IT represent vertical integration while from NCE 1 first semester to NCEl second

semester represent horizontal integration. .' ,, ., 4 " 3 . + 3 . I *

4. How can we determine whether these Purposes are being Attained?

This question relates to and sampling verifying the evaluation activities that

could be used for attainment of the objectives. Tyler (1975) conceived evaluation as the 0 - ..

process of determining the extent to which the educational objectives of a school

programme or cumculum are actually being attained. His approach followed these

steps: (1) Establish broad goals or objectives. (2) Classify the goals or objectives.

(3) Define objectives in behavioural terms. (4) Find situations in which the

achievement of the objectives can be shown. (5) Develop or sele~t measurement

techniques. (6) Collect pefiormance data. (7) Compare performance data with

behaviorally stated objectives. Tyler (1975) stated that evaluation is a process for

finding out how far the learning experiences as developed and organized are actually

producing the desired results. Evaluation involves appraisal or judgement with respect

to some criteria.

Tyler (1975) believes that evaluation can be used continuously as a means of

identifjing particular points needing fbrther attention with particular groups of students

or individuals help, or individual programmes can be mapped out for students with

regard to their particular progress in the educational programme. Evaluation is therefore

used to determine the hnctionality of the curriculum since the curriculum is meant to

satis@ the needs and aspirations of the society. Tyler (1975) believed that evaluation is

the last phase in the curriculum planning process. This does not mean that evaluation is

not carried out at the first four phases but is on-going activity at all phases even at the

evaluation phase. Tyler (1975) in his fourth question on evaluation wanted to know how

those purposes stated could be evaluated. Wilson (2005) in explaining Tyler's fourth

questions expanded that, what Tyler (1975) was asking is "how do you know you taught

the content or process successfidly?" In answering that question he added that one

should be able to create more authentic types of assessment. He continues "Give

students connections through meaningful assignments that have direct applicability and

carry-over into the real world". He suggested that to create effective curriculum and

instruction design, Tyler's questions should be placed as a starting point.

Ndubuisi (1981) observed that Tyler's curriculum planning rationale has a four-

step process of planning which has an in-built formative evaluation quality. This four-

step process is developed . , ,, wifh. ., . . . ., fo,gr % basic questions from Tyler as stated above. In

answering the question posed in each step, the curriculum designer undertakes

formative evaluation. Formative evaluation is a judgement of the strengths and

weaknesses of instruction in its developing stages, for purposes of revising the

instruction to improve its effectiveness and appeal (Tessmer, 1995). Formative

evaluation is not an activity to prove or validate the effectiveness of the instructional

design, it is the part of instructional design itself.

Furthermore to highlight on concepts of evaluation Igwe (1994) observed that

evaluation in school is the basis for effective decision making about programmes

provided for students. The quality of the programme according to Igwe depends on

good decision-making by the planners and evaluation of information needed. Food

Agricultural Organization (FAO, 1994) therefore, defined it as a process for finding out

to what extent the curriculum are related, learning experience that are planned will

actually produce the expected result. According to Offorma, (1994) evaluation is a

process of finding out the strengths and weaknesses of the role curriculum play. In other

words it can be regarded as the means of finding out what the students have learnt and

what they have not learnt or the gaps that remain in their learning endeavour that must

be closed if learning will be effective.

Weiss (1998), defined evaluation as the systematic assessment of the operation

and the outcomes of a program or policy, compared to a set of explicit standards, as a

means of contributing to the improvement of the program or policy. Weiss (1998)

breaks the definition down into severaj key elements, which serve to highlight the

specific nature of evaluation: these are: Systematic assessment, and Scientific rigor.

En addition Offorma (1994) identified two forms or procedures for evaluation:

these include formation and summative. Formative evaluation is carried out in the

course of a programme so as to determine the extent to which the objectives of the

programme are being attained. For instance, if the teacher wants to find out how the

students are getting on with him he can pause and ask questions on how the lesson is

going on. The questions asked can be oral question, quiz, short answer etc. The feed

back information that is got from such evaluation is used as an input to improve the

programme hrther before its final adoption (Ndubuisi, 1981). Formative evaluation as a

build up to the programme is an encouragement and reassurance to the users of the

programme that the chances . , , $ of successcare .*<. .* % more than those of failure.

Also summative evaluation is the assessment carried out at the end of the

lesson, unit a term's work, and a year's work or the programme (Offbrma, 1994).

Surnmative evaluation takes the form of quizzes, tests, term papers, reports, personal

observation bf students, class contributiork or annual examinations. (Ndubuisi, 1981).

The evaluation assigns tasks to the pupils to perform in order to determine whether they

have achieved the objectives of the programme. These tasks can be used to measure the

cognitive domain, effective domain and psycho-motor domain. Tests for measuring the

achievement of objectives in the cognitive domain fall mainly into two categories. The

objective test and the essay test. The objective test items are of four types (i) Short

answer, (5) True-False, (iii) Matching and (iv) Multiple choice.

According to NERDC and UNESCO (1992) evaluation should address the

following curriculum components objectives, instructional materials and learning

outcome. To determine the egectiveness of the evaluation the following parameters

should be considered consistency with and relevance to EE objectives, relevance and

adequacy of contents and methodology and teacher perceptions. The techniques to be

used should involve programme monitoring with respect to instructional materials in

terms of its relevance, accuracy, clarity and consistency with environmental ethics. For

the evaluation of the learning outcomes, the following domains should be considered;

cognitive, effective and psychomotor domain.

Tyler's model can be represented in a linear way as showr. in Fig 1.

Aims, goals and objectives

~ducational experiences I

Organization of Educational experiences

1 Evaluation

Fig. I.

Sowce: Tyler ( I 975).

Furthermore, Linking up Tyler's model with EE, NERDC and UNESCO (1992)

in their paper titled "Guideline for developing model curriculum in teacher education"

emphasized the need to take cognizance of the policy of statement in the National

policy on education (I\JPE)"w'liPch'ari-i: relevant to minimum standards recommended by

National Commission For Colleges of Education (NCCE, 2002) for NCE programme.

For example, the NPE specifies that education should provide people who can apply

scientific knowledge to the improvement and solution of environmental problems. This I t . .-

can be achieve by including various curriculum components such as objectives, content

methods, teaching materials, training personnel, research and evaluation activities,

Worthen (1987) identified curriculum components as contents who include knowledge

skills, attitudes, learning experiences, instructional methods, instructional techniques

and evaluation procedure, NEROC and LTNESCO (1992) noted that the following

questions will help in developing a comprehensive EE programme in Colleges of

Education: (i) What are the general objectives of EE? (ii) What are the elements of EE

in educational programmes and courses in our colleges of education? (iii) What should

be the required EE competencies and skills for teachers? (v) What model could

facilitate the attainment of the required EE competencies and skills for teacher?

McBeath (1986) commenting on curriculum development suggested that development

process consists of writing up or producing the cumculum materials including the

course objectives, content, learning experience, assessment, and resources. He noted

that course development should begin with selecting and writing objectives and

developing procedures to test whether the objectives had been achieved. In this study

the researcher wants to sought out appropriate procedure for effective incorporation of

EE into Home Economics programme. The researcher, therefore, along with Tyler's

model suggested five educational development processes, these are the objectives,

learning experiences, instructional methods, instructional facilities and evaluation

activities.

Therefore, Tyler's (1975) four questions of instructional development are

certainly a good place to start developing curriculum, if learning will be more

meaningfill and effective. These four phases are objectives, learning experiences,

organization of learning experience and evaluation to determine the objective; these

were well represented in this study. From Tyler's first question "what educational

purpose should the school seek to attain?, he advocates that the ultimate aim of

education is to change behaviour patterns of the learner. These effective objectives

should be stated in behavioural term that is, it must be specific. Specific objectives are

specified statements of behavioural expectations of the learners at the end of each .' , , . A W $ . > > . $ . , a ,

learning sequence (Offorma, 1994). In line with this study, the researcher sets out to

find the specific EE objectives that could be integrated into NCE Home Economics

curriculum, that is those EE objectives that will lead to acquisition of knowledge, skill,

attitude and values of EE so as to incul~ate. e.$vironmental friendly and positive attitudes

in the citizenry. Tyler (1975) noted that for learning to be effective, the teacher should

through a psychological and philosophical screen ensure that the goals are appropriate

to the developmental level of the students. The means of achieving these are aptly

expressed from its second question: "What educational experiences can be provided

that is likely to attain these purposes"? Tyler's rationale (1975) note that the learning

experiences that are selected for the cumculum could serve the purpose of the average

study. This is in line with the second questions asked by this study: "what are the

learning experiences that could be utilized to achieve the specific objective within the

NCE Home Economics curriculum?Wilson (2005) in explaining Tyler's (1975)

model asked this question: what educational experiences are related to those purposes?

This shows that learning experiences presented to the learners should help them in

achieving the stated objectives. Tyler (1975) stated that learning experiences should be

goal-oriented. One of the principles of learners is active participation of the learner in

the learning process. It is believed that learning should be facilitated and more effective

through the active behaviour of the student. The learner cannot be active if he is not

involved. To explain it further, Offorma (1994) noted that learning experiences should

have relevance to life if education will be fbnctional and worthwhile. The learner should

be able to make use of what they learnt in school and be able to make their life

experience more practicable.

In line with this study, the activities in which students could be involved are listed out.

These activities are not teacher -oriented,but rather student centered activities. In

support of this, Tanner and Tanner (1995) reporting Bobbit, stressed that the first task of

curriculum development is to discover the activities which ought to help student

develop their activities. These include the personal qualities necessary for proper

performance. He, therefore, maintained that the analysis should address the actual

activities of humans. To select these learning experiences, the following factors are

considered (1) validity (2) feasibility (3) optimal in terms of learners learning the

content (4) allow learners to develop thinking skills and notional power (5) stimulating

learners to greater understanding. , ',* ..AW q..*. $ * a .

In addition to the above-mentioned points, Offorrna (1994) suggested eight

factors in selecting learning experiences, which include validity, comprehensiveness,

variety, interest of the learner, suitability, pattern, relevance to life and curriculum

operative planning. Therefore, in ,,integiating EE into NCE Home Economics

curriculum, the above-mentioned factors if considered will provide suitable learning

experience.

Tyler's third question (how can these educational experiences be effectively

organized?) relates to the organizational methods which will be used in achieving the

educational purposes. The two major types of organization are horizontal and vertical

organization. In line with this study, the EE Curriculum elements could be carefblly

organized to relate at the same level of Home Economics that is, the planner programme

could last for two semesters for NCE 1 first and second semester or it could be from

NCE 1 to NCE 2. Nicholls and Nicholls (1980) in discussing organization of content

and the learning experiences called it "methods". These show that when the teacher is

arranging the content and learning experiences in such a way that the learners will learn

them, he is dealing with the method of instruction. From the third and fourth questions

in this study which state: "what are instructional methods that could be employed in

teaching Environmental Education within NCE Home Economics Curriculum. "What

are the instructional materials that could be employed in teaching EE within NCE Home

economics Curriculum? These two questions stated above were in addition to Tyler's

three basic elements as stated by Wolf (1991) (that is objectives, learning experiences

and evaluation) make it up five. These basic elements were represented in this study and

according to Tyler the aim of education is to achieve the objectives and that is what this

study seeks to achieve. The instructional method and instructional materials added are

strategies or pIans that will help the learner to acquire knowledge, skills and attitude

identified. This is necessary because it will facilitate the achievement of the EE

objectives. The fourth question by Tyler "How can we determine whether these

purposes are being attained? Or ("How will those purpose be evaluated"?)

In line with the fifth question asked in the study ("what are the evaluation

activities that could be used for assessing specific EE objectives within the Home

economic curriculum"). According to Tyler (1975), evaluation is the last phase in

curriculum planning process. This is also the last phase in this study. The formative and

summative evaluations discussed in Tyler's model were also enlisted in this study. So in ,' , , . . A w q . .?' , . , F

line with Tyler's the researcher sought out those evaluation activities that wilI be used

to assess specific EE objectives within the Home Economics Curriculum.

Tyler gives the impression that evaluation is the end of the line, which shows

that evaluation' should be done at the final- stage. This simple linear representation of

Tyler's model gives an over simplified view of the interaction of these component of

curriculum design Wheeler's Model. Wheelers version of Tyler's model provides

answers to problem in linear model of Tyler by converting Tyler's model into a cyclical

form . This can be shown in fig 2.

I . Aims, Goals and Ob'ectives t

9 3 . Selection of content

5. Evaluation / \ 4 Organization and d"

integration of learning experience and content method.

Fig. 2: Wheeler's Curriculum Model

,%rarce: Olaitan (2883)

Wheeler (1980) stated that cumculum process is in five phases as shown in fig.

2. The cyclical form portrays the relatedness and interdependence of each phase, upon

one another, so that overtime, the final phase affects the initial one He rested his

assumption on the belief that (1) the end of education is to change behaviour (2) that the

end of education is always the same everywhere. He advocated that his simple

cumculum model be u s ~ ~ i n ~ ~ a t l ~ ~ r r i c u l u m development at any level. ,4ccording to

him this will increase the probability of attainment of aims, goal and objectives (Olaitan

and Ali, la97). Wheeler (1980) in line with Tyler supported that objectives can be

stated in behavioural terms at the classroom level. In discussing this, he emphasized

that general goal could be translated to'-specific objectives. This is in line with Tyler's

model and in line with the present study, which emphasizes on specific Environmental

Education objectives that could be integrated into NCE Home Economics.

In selecting the content and learning experiences he believes that it must help to

achieve the objectives. This is also in line with the study even though like Tyler the

study centered on selection of learning experiences to bring behaviour change in the

learner. Wheeler (1988) noted that "an experience can only take place when it will bring

about the behavioural change in individual. This shows that learning experiences

presented to the learner should help them in achieving the stated objectives. This is in

line with the research question which asked "what are the learning experiences that

could be utilized in achieving specific Environmental Education in NCE Home

Economics curriculum?" The difference between Wheeler curriculum model and the

present study is that Wheeler curriculum model although in five phases is represented in

a cyclical model which shows that there is inter-dependence of curriculum element and

evaluation which can take place at each stage. In other words the final phase does not

terminate the curriculum process but rather it effects the initial phase. From the present

study, following Tyler's model though in five phases shows a simple view of the

interaction of the components of curriculum design. It gives the impression that the

specified objective is the beginning of curriculum design while evaluation is the end of

the design. This implies that evaluation should be at the end of the process, in order

words, it is the evaluations that will be determine the extent of the achievement of the

objective. The present study, therefore lay more emphasis on attainment of the

objectives, since a behavioural change is determined by achieving the objectives. This

was done by identitjmg instructional strategies that will facilitate the acquisition of the

performance objective. These include instructional method and instructional materials.

Difference between Wheeler's curriculum model and the present study is on selection of

content. The study focuses on identifling learning experience which will determine the

content or subject matter to be learned. According to Tanner and Tanner (1995) the

first task of a curriculum development is to discover the activities which ought to make

up the lives of students, in other words, learning experiences should be emphasized or .. , , + A "l. d . I ' . I . ) . . central. Again the learning experience centred on students activities and it is what the

students are actively involved that he learns. How ever the difference between Tyler's

model and ~vheeler's model is that Tyler's (1975) model is in Linear form and it has

four phases while Wheeler's model is in fi$e phase and in cyclical form. The final end

in Tyler's model terminate the curriculum process but it is not so in wheeler's model,

rather the final end affect the initial phase.

Kerr's Model of Curriculum Theory

Kerr's model (1968) in Olaitan and Ali (1997) contains similar components as

Tyler's but presented in a cyclical pattern. It is more comprehensive than Tyler's and

Wheeler's modeIs. The curriculum component in Kerr's mode1 are inter-related and

depended on each other. This shows that there is high level of dependence among all

aspect of framework He also believes that objectives should be specific just like in the

Tyler and Wheeler model. In stating the objective, he considered the sources of data

first. The three sources of data according to Olaitan (2003) include the following:

(a) The pupil's level of development of the pupils, their needs and interest.

(b) Society; the social conditions and the problems which the children are likely to

encounter.

(c) The Discipline: The nature of the subject matter and the types of learning which

arise fiom the study of the subject matter.

This shows that for learning to be effective, the levels of the development of the

pupils, their need, social conduct and problems which the learner should encounter

should be considered, and also the subject matter.

Kerr7s model suggested that curriculum process should not be a static unit. It

should be an alliance and should continuously evolve in the system. He noted that there

should be a deliberate progression from the objectives to the knowledge component

through selection and organization of concepts and principles fiom the various

disciplines (Olaitan, 2003).

In a like manner, the objectives should determine the learning experience that

should take place. Again, that evaluation of knowledge and school learning experiences

should determine the extent of achievement of the original objectives. This was

diagrammatically represented with double- headed arrows in fig 3.

Pupils Society Discipline

v v V~

Fig. 3: Kerr's Model of Curriculum Theory

,!burces: Olaitan (2003)

+

EVALUATION OBJECTWE

4 Organization and selection of Tests Assessment, interviews, etc

concepts and principles from the Disciulines

I

4 -+ I 1 - .e

School (learning Experiences) :

KNOWLEDGE 4-b

However, the relationship between Kerr's curriculum model and Wheeler's

curriculum model is that the curriculum component are inter-related and depended on

each other, though Kerr's curriculum is more comprehensive and dynamic. These are

in five phases and in cyclical pattern. The difference between Kerr's model and Tyler's

model is that Kerr's model provides the source of the objectives first and the curriculum

elements are interdependency on each other. Kerr's and Tyler's curriculum models are

related on the basis that they believed that objectives should be specifically stated and

that the aim of education is to bring behavioural change in the individual. Also they

believe that their models can be used for curriculum development at any level of

learning.

However, there has been no one theory of curriculum that will solve dl

curriculum problems. This is because of complex and problematic nature of curriculum

itself. Yet out of all these theories discussed, Tyler's model appears more suitable for

this present study because Tyler's curriculum model is the blue print for developing

curriculum fiom this perspective. Tyler's curriculum model formed a theoretical

framework for other theorist in developing curriculum. His simple linear representation

of curriculum design though criticized by Lawton (1973), (who is of the opinion that

leaving evaluation until the final stage of curriculum process will be cumulating a lot of

work which will be difficult to evaluate). Nevertheless, the aim of the educational

process will be achieved despite the task in curriculum process.

Again, Tyler's (1975) curriculum model advocates educational experiences, . . , & . A W q . . B ' 3 ,*

which is regarded as any mental, or physical activity, that the learner engage in, which

results in a change in his behaviour. In order words, Tyler's (1975) model emphasis on

student centred activity rather than the teacher - centred. In line with this, in the present

study, the researcher expects a situatioiwhere the learning activities provided will help

the learner to acquired knowledge, skills, attitudes and values of EE through personal

participation. Also by being concerned and showing commitment, the learner could

effect their environment and also help in solving the problems of the environment.

Finally, the three elements advocated by Tyler's (1975) model in objectives, learning

experiences and evaluation were identified by the study.

The fifth phase was development derived fiom answering Tyler's (1975) third

question which asked "How can these educational experiences be effectively

organized?") The organization of learning experiences into vertical or horizontal or

structuring it into lower, intermediate or higher level cannot be effectively carried out

without determining the appropriate instructional methods for teaching and also

identifLing the relevant instructional materials that could be employed for making

teaching more effective and more comprehensive. This was supported by Olaitan

(2003) who in discussing selection and organization of learning experiences and

content, method was included

However, in summarizing this issue one should realize that in spite of the

diversity of thought and conceptual conflicts among theorist, there are some general

points of agreement:

(1) The three theorists Ken's, Wheeler's and Tyler's agreed that curriculum is of

hndamental importance to the need of the learner, society and also process of

education.

(2) They agreed that there is no single comprehensive theory to guide the entire

field of curriculum.

(3) The three models are united in their consideration for curriculum approaches.

(4) They deal with interaction of curriculum elements basically, objective, learning

experience and evaluation.

The gap that was bridged by the present study from reviewed curriculum models are

addition of instructional methods and instructional materials. These are plan or

strategies that will help the learner to acquire knowledge, skill and attitude which will

help for establishment of the performance objectives. This is necessary because ., ,,, , . - 3 . . , . , I #

curriculum development as a curriculum process identified delivery system as a

component in curriculum process. This was highlighted in Olaitan (2003) who defined

curriculum developments as a process where curriculum experts identifj what to be

included and means of doing it. These keans are the learners objective, selection of

learning experiences and organization, personnel resources materials, delivery system,

instruction contents and evaluation procedures.

Approaches to Curriculum OrganizationIDesign

Organization of curriculum is really an attempt to unity into the ideas, facts and

concepts drawn fiom different areas of knowledge. Onwuka (1981) defined it as the

way to arrange action-steps directed towards a goal. In examining organization of

curriculum, one is concerned with how learning experiences relate to one another at any

time and over a given period. In addition Nicholls and Nicholls (1980) call it method.

They defined it as arrangement of the content and learning experiences in such a way

that they will be effectively presented to the learners. Offorma (1994) stressed that the

school has the special duty of arranging the learner's experiences so that desirable

learning takes place. She also emphasized that selected content and learning experience

remain unorganized topic, theories and activities until they are organized Onwuka

(198 1) therefore stated that the purpose of organization is to maximize understandings,

sensitivities feeling, attitude, skills and value. It is therefore necessary that organization

should predetermine the objectives if it will be effective. However, it is necessary to

note that curriculum writers use a number of terms to refer to concept of organization or

design for instance, Olaitan and Ali (1997) called it curriculum organization but the

same concepts is referred to as cumculum design by Azikiwe in Offorma (1994).

Curriculum design according to Onwuka ( I 981) refers to it as the pattern of learning

opportunities or a way of presenting opportunities in order to emphasize a chosen set of

educational goals. Azikiwe (1994) defined it as shape, fiamework or pattern of learning

opportunities mapped out for use in a particular society. Also Olaitan (2003) refer to it

as arrangement of the component or elements of curriculum. It is a statement which

states what their relationships are to each other and indicates the principles for the

administrative conditions under which it is to operate. Curriculum design is not a

process but a plan which shows how the components of curriculum are brought together

for the school to fellow in providing learning activities. The elements or components of . * , , . . A "1. -9' $b. ,*

curriculum include the objective, subject matters, learning experiences and evaluation.

It is necessary to note that curriculum design has no permanent structure. It is the type

of activities in which the learner engages that helps to determine the design or pattern of

organization. These activities are,,chauielled towards the goal, known as curriculum

domains which determine the design.

There are two major types of organization. These are Horizontal and vertical

organization. Onwuka (198 1) pointed out that Horizontal organization is concerned

with showing how ideas and skills in one subject are related to ideas and skills in other

subjects In the same line of taught, Offorma (1994) defined it as arrangement of the

content and learning experiences in such a way that they are related at the same level

but in different subject areas. For instance in teaching clothing pattern drafting, the

content and learning experiences can be organizes to relate to what the students do in

Biology, Fine Arts and Environmental Education at the same level This involves a

repetition of curriculum component and so encourages the principles of continuity. On

the other hand vertical organization refers to the selection and arrangement of materials

or learning experience within one subject area or disciples. O f f o m (1994) defined, it

as arrangement of the content and learning experiences so that they are related over time

within the same subject or in different subject areas. For example, the curriculum

components of NCE I in clothing and Textile are so arranged that they are related to

NCE 11. This deepens knowledge and encourages principles of sequences. However,

both the vertical and horizontal arrangement are necessary in determining the

cumulative influence of educational experiences

Offorma (1994) highlighted that curriculum content and experiences can be

effectively organized using the same structures. These include lower, intermediate and

highest level. The lowest level is arranging the curriculum content and experiences into

topics, lessons and unit, the intermediate is arranging them into courses like clothing I,

clothing II etc while the highest level is arranging them into discipline or subjects. The

subjects are organized into separate discipline for example, Home Economics,

Environmental Education, Biology, etc. There are various types of organization; these

are subject approach, Broad field approach, core curriculum, integrated approach etc.

These organizations were briefly discussed below.

Subject Approach . " 3 . . . .

This is the oldest aria still 'the most form of curriculum design in educational

system. It is the organization of the content of education into subjects of instructions

taught in complete isolation of one another, even the subjects that are related to each

other (Azikiwe in Offorma, 1994). For .instance domestic science can be taught in I t - .-

isolation with Home Economics. Also in the same view Olaitan and Ali (1997), defined

it as organization of the content of education into subjects of instruction. Subject

approach can permits a certain degree of inter-relation among the subjects, for instance,

the content of physic and chemistry can help in understanding the home management

course. Again in EE, in teaching a course like population Education, the subject

approach introduced it as a separate subject or an independent subject. This will make

it impossible for proper acquisition of knowledge of EE to effect the environment.

However the disadvantages of subject approach abound (1) it will help to increase the

number of subject being taught in the school system. The implication of this is that, it

will affect the already overcrowded time-table (2) it demands new teacher since it is an

independent course This will affect the already constrained economy because it may

not be possible for the Federal Government to employ new teachers. (3) Little or

nothing can be learnt about environmental issues, so objective of EE will not be

achieved. To improve on this type of approach Olaitan and Ali (1997) advocated

another curriculum approach called broad-field approach.

Broad Field Approach

This is just a modification of subject approach which comes as a result of

criticisms of subject approach. Broad-field approach according to Azikwe (1994) is a

combination of more than two subjects that is the unification of related subjects. It

gives room for unifying bits of knowledge in so many related subjects for instance in

Home Economics, courses like family living, Clothing and textile, food and nutrition,

childhood education can be unified and called "Home Management". To highlight

more on Broad-field approach, Onwuka (1981), noted that broad-field encourages

greater flexibility in the choice of content. Tt suppose to synthesize related subjects but

rather related subjects are sieved together; for instance, social studies and natural

science have environmental elements but the knowledge of these subjects are not

enough to improve quality environment which will enhance the quality of life of the

individual and society. Again, another disadvantage of broad-field is that in cases were

teachers have not been specMYal!y'trained for the broad-fields approach, they tend to

emphasize or stick to their respective subject specialized areas. In effect, knowledge is

still separated from real life. Onwuka (1981) summarized it by calling it

multidisciplinary curriculum rather than an interdisciplinary curriculum. Tanner and , I - ..

Tanner (1995) informed that present day reformers are finding that this type of

"curriculum reform" is effectively blocking the part of curriculum integration. To

encourage integration core curriculum approaches was introduced.

Core Curriculum Approach

Onwuka ( 1981) defined it as portion of curriculum required of all the pupils in

any institution. It is a distinctive type of curriculum organization which is quite

different from the subject curriculum. It includes the separate subjects that all students

are required to take as core it may consist of broad problem areas from which learning

experiences may be selected in terms of psychological and social needs. This

curriculum design will serve the needs of pupils and promote active learning because,

the learner, will be obliged to share certain common responsibilities and problems

among youngsters of different background. However, the knowledge of the subject

matter taught might not deeply penetrate into particular course of study. For instance

topics like Annual Bush Burning, population explosion can be regarded as Vocational

Teacher Education (VTE) EE course, which is taught to the students; the knowledge of

EE might be acquired by the students but appreciation and practical application of EE

into different courses might be impossible. This is because, they were taught EE as a

general course without using relevant related example to portray the teaching due to in

ability of the teacher to be versatile in all the course in VTE. This hinders integration

because the knowledge of EE acquired is not enough to bring a behavioural change in

patterns of life of the people. Despite this disadvantage, Anyakoha (1994) suggested

that core curriculum approach, on absence of integrated approach can be used in

incorporating EE into VTE programme. Adegbola (1992) in the same line of taught,

pointed out that EE can be introduced as a separate department in colleges of Education

and other sub department can borrow EE as a core course. This actually has been

implemented by very few colleges of Education in Nigeria but yet it has not yielded the

desired result. It is this gap that this study intended to bridge by advocating integrated

approach. .' ,, .. . -1. .B. , . 1 8 . .

Integrated Approach

It is referred to as common centres cutting across all subjects. Common centres

are designated as centres of interest, I f integrating _ . centres or units (Olaitan & Mi, 1997).

This approach involves selection of topics or issues in a related field of study.

The relevant aspects of these subject areas are identified for students to learn as

a whole. One of the advantages of this method is that it brings to focus the impact of

many subject areas. For instance in integrating EE into Home Economics as a

discipline, the subject are completely reappraised and restructured to allow for the

permeation of relevant EE topic like population education etc. In order words, it means

that the content of the existing subject e.g. Home Economics should be organized

around specific environmental topics

However, to understand the concept of integration in the secondary school,

Ajewole (1990), highlighted that EE should not be taught as a separate subject in the

classroom, rather, the teaching is expected to have identified relevant themes. The duty

of the teacher should be to match the environmental dimension with the appropriate

topics of the subject matter. The teacher, if he succeed in matching them properly will

continue to teach his normal subject or topics and while doing this, he can be laying

some emphasis on the concept and the core messages, which the relevant EE theme is

preaching. This is what Babatunde, (1990) called unit approach. He noted that under

this approach a series of related topics e.g. population education are prepared and then

plugged at appropriate points in the existing subjects, which serves as the carriers of EE

concepts.

Hence, integration can be either horizontal or vertical. According to Offorma

(1994) horizontal integration is when the curriculum elements in one subject are related

to those in another subject but at the same levels. Vertical integration is the relationship

between the knowledge, facts, attitude, skills and concepts in one subject area and those

in the same or different subject areas but at a higher level. For example the knowledge

of facts, concepts, skills, attitudes and values of different disciplines in EE e.g.

population, pollution, etc. of EE can be integrated into Home Economics curriculum

e.g. (clothing & textile, food and nutrition, Home management etc.). This will enrich

the content of he subjects and make it more beneficial to the learner.

The integrated c u q i ~ ~ l ~ m . ,gpproach therefore is a modification of subject

approach. It provides flexibility in meeting students needs and interests and permits a

graduation and distribution of course material in keeping with successive levels of

comprehension as each students gain maturity and understanding (Olaitan & Ah, 1997).

The concept of the integration is' to-have fundamental unit of knowledge. This

procedure will help the learner to see the relationship between horizontal and vertical

organization. Offorma (1 994) identified four characteristics of integrative threads, these

are:

( 1 ) Comprehensiveness: This is to ensure that the required range body of knowledge

is covered.

(2 ) Flexibility: This is for easy alteration, revision, reformation and restructuring

(3) Problem solving: It will be usefid in solving problem

(4) Provision of basis for comparison: It provides the basis for comparing and

contrasting elements which would otherwise be discredited. She also stressed

that integration will cause reinforcement of element being integrated, provide

for larger significance, provide for greater unity of view and also promise more

effective educational programme. In addition, Onwuka (1 98 1) noted that

integration if achieved will lead the teacher to abhor current practices of

narrowing the mind of the student, rather he will broaden the view of students

and he!p them to deal with complete problems of life. For instance in

integrating EE into Home Economics curriculum the unified knowledge of facts,

skills, attitude and values of Home Economics are completely reappraised and

restructured to permeate relevant EE concepts. These related elements are

prepared and then synthesized into existing subjects. This is convenient for EE,

as it entails horizontal integration into existing subjects and vertical linkage

fiom one grade to another to ensure crucial environmental concepts and issues.

This will expose the students to wide EE facts and issues. However, Olaitan and

Ali (1997) observed that the motive behind the integration approach as being

commendable and worthy because dent points of emphasis embodied in the principle

of experience and unity of experience are united. Yet, Olaitan (2003) criticizing

integrated approach noted three points these are:

(1) It requires an intensive training for mastery

(2) It requires a good,,kxrpyk&e. af many related subject matter areas before

integration can be possible

(3) There is a temptation of selecting teaching components of each subject matter

swithout integration. Babatunde (1 WO), in his own criticism observed that this

procedure is cumbersomel'to -rewrite the entire existing curricula around

environmental topics.

However, despite the disadvantage of integrated approach, this study adopted it

because as a unified design, it is the most effective for integrating EE into school

curriculum. If curriculum components are integrated, it will be synthesized into the

related subjects to form a fundamental imit. This will help in understanding of EE

concepts. In addition, Babatnude (1990) highlighted that it will not effect the school

time-table nor the nature of the subjects, again the same teacher will be required to

teach it, although the reappraisal of the existing curriculum is time consuming but if

successfully achieved will bring out the important concepts required for the learner to

improve the quality of life, hence improving the quality of the environment

Further more to support integrated approach, James (2005) reporting a case

study done in 1979 to determine the effect of an integrated eight -week environmental

education curriculum into the regular school curriculum revealed opposite findings.

However, in his study, sixth-grade students of a Seventh - Day Adventist School was

randomly selected and assigned to three groups. Group A was treated with an

integrated curriculum for five weeks, one week of a resident field experiences, and

Group B was treated with only the integrated curriculum for eight weeks, Group C

acted as a control, receiving no environmental curriculum activities. A test was

constructed to measure environmental knowledge. On the knowledge test, statistically

significant differences in favour of the B group were found in comparisons with Group

A and with Group C. No significant difference were found between Group A and C.

These prove that integrated approach is the most effective approach for integrating

Environmental education into any school subjects of which Home Economics is one.

Instructional Strategies

It is a plan that will help the learner to acquire knowledge, skills and attitude. In

this view, College of Saints Benedict/Saint John's University CSBISJU Education

Department (2005) defined it as a plan for systematically exposing the learner to .' ,, . wf. .*. % > a .

experience or to acquire knowledge, intellectual skills, motor skills or new attitude.

Instructional strategies should grow out of the analysis that have been conducted and for

the established performance objectives. Brabec, Fisher & Pitler (2005) suggested that it

is good that almost any instructiopal st@tegy developed can be used to achieve any

performance objective.

There are five categories of instructional strategies. These according to Schacter

(2005) are:

(1) Direct Instruction: This is highly teacher - directed and it is among the most

commonly used. These strategies includes lecture, demonstration, questioning

and explicit teaching.

(2) Indirect Instruction: These include discussion - concept formation, problem

solving, guided inquiry etc. Here the teacher facilitates and supports the learner.

Interactive Instruction: This revolves hands on discussion and sharing among

participants.

Experiential Learning: It is inductive, learner-centred, and activity oriented.

This occurs when the learner participates in an activity and draws usehl insights

from such analysis e.g. is observation, listening, reading etc.

Independent Study: It is arrangement of instructional methods which are

purposely provided to foster the development of individual initiative, self

reliance, and self employment. The focus will be on planned independent study

by students under the guidance or supervision of a classroom teacher. It makes

the student self-sufficient and responsible citizens by enhancing individual

potential.

However, to choose any of the above mentioned strategies, International

Technology for Education Association (ITEA) (2003) suggested five points to be

considered; these are: (1) The learner (2) how adult prefer to learn, (3) desired

performance objectives (4) learning and working environment (5) constraints on the

instructional design process. The teacher should focus on curriculum, the past

experience and knowledge of students, learner's interest, student learning styles and

developmental levels of the learner (Brabec, Fisher & Pither, 2005).

In this study therefore, two systematic plans for developing instructional

strategies are considered; these are:

(1) Instructional methods .' ,". . ,q. .P. % L ,

(2) Instructional materials.

Instructional Methods

A method is a way of doing something. Consequently, a teaching method is a 0 . .L

systematic procedure employed by teachers in their attempt to help learning take place

Okeke (1995), in discussing instructional method describe it as how a teacher organized

and presents learning materials to learners. According to Onwuka (1981), some of the

instructional methods include project method, discussion method, co-operative method

etc.

Discussing specifically on lecture method, Onwuka (1981) observed that it is the

commonest in use but not very adequate because it is not appropriate in every situation.

Instructional methods are used by teachers to create learning environments and to

speci@ the nature of activity in which the teacher and learner will be involved during

the lesson (College of Saints BenedictfSaint John's University CSBfSJU Education

Department, 2005). In other words, for a teacher to say that he is using a particular

method, it means that he is using certain skills contained in that method, hence

Environmental Education which is intended to provide learners with the critical

capacity and analytical skills necessary to examine and select appropriate solution to

environmental problems needs in the choices of methodology.

Connor (1990) noted that EE calls for activity methods so as to encourage

participation and group work. This he continued sharpened the teaching style from

traditional teacher centre to learner centered method. As learner centered methods he

recommended the problem solving method which is a learner-centered process of

combining already acquired knowledge and skills to get to the root of a problem.

Onwuka (1981) noted that it will help the pupil to acquire whole-hearted purposes and

to pursue them to a satisfactory end. He also suggested that the teacher can give

student's project on tree planting on the erosion sight. Other EE methods identified by

Connor (1990) are value clarification, and future's need. These he maintained are

superior to lecture method in terms of' acquisition and retention of environmental

knowledge and development of thinking skills and desirable environmental related

attitudes. This is because the teacher systematically and consciously selects what to be

learned based on the belief, needs and interest of the learner. The selection will be in

order of importance. , b ,,, . w q . .t. $!. ,+ .

Again, SAMHSA-CSAP-NCAP (2000), McNamara (1999), Mum and Drever

(1990) and Inyang-Abia et al (1994) specifically highlighted on discussion method.

They noted that it is a skill that must be learned by doing. Here a group or class under

the guidance of a leader examines,,its vikws of a problem by group interaction, then

attempts to reach the best solution possible. For instance Munn & Drever (1990)

suggested that after teaching EE concepts, pupils will be allowed to talk about how they

felt about the topic, whether they understand it or whether they are interested on it.

Inyang-Abia & Usangi (1994) and Brown (1992) identify four types of discussion

methods. These are round table, panel, debate and brainstorming. These were further

explained as:

Round Table: This is an informal method, in this method about ten discussants

express their views on the issue tabled for discussion, such EE topics that could be

discussed are threat to biological diversity, the problems of desertification etc.

Panel Discussion: This is formal and usually require more serious preparation than

round table. Here both the moderator and discussants sit, facing the audience and a

limited time is given for each to express his or her view. Topic like global

environmental concerns can be discussed.

Debate: Here two teams argue in alternate order for or against an issue e.g. such topic

like enact or enforce more stringent laws against oil pollution. The issue is whether the

government should or should not enact a law against it. AAer the team presentation,

members of the audience may be given to decide which team had more effectively and

convincingly presented its arguments than the other.

Brain storming: This is an excellent way to generate discussion topics and encourage

creative thinking. Here an issue or problem is intensively stormed with discussion ideas

within an informal and free setting. This can be used to bring out workable ideas that

can solve the problem at hand.

Munn-Drever (1990) added that discussion method will facilitate self

confidence, initiative, critical thinking, tolerance, attentiveness, team spirit as well as

inducing learners to think of alternatives for problem solving.

Other EE method identity field by Brown (1992) are:

Enter-educate method: This method involves active participation through .*,, ,,..!..S. , a .

entertainment. It can be cartoons consisting of drawings which comment with

or without words e.g. (drawing of children dumping refuses in a place with the

sign "Do Not Dump Refuse Here"). It is used to create awareness, reinforce

social value and improve quality oclife. .: Project methods: It is an integrated instnictional process whereby a learner

or a group of learners performs a unit of integrated activity on a topic such as

bush burning. Ln project method, the learner chooses a topic, defines it and

makes a research to find out what others have written about it, brings out his

own ideas about the topic

Future wheel: This is a technique in value clarification. It is oriented,

reflective, and innovative and it projects into the fbture, for instance the

consequences arising from a specific environmentally-related decision, activity

or inactivity e.g. bush burning or tree planting etc.

(4) Inquiry method: The techniques are survey interview schedules,

questionnaire, checklist, etc. Inquiry could be guided, free or semi guided

inquiry

In addition, Inyang-Abia et a1 (1994) discussed other EE methods such a Role

playing simulation and game method and demonstration method.

Role Playing: Here the participants just assume roles which they are inspired

to act on the spot to show specific behaviours or situations which are later discussed by

the whole class, e.g. assuming a role of sanitary inspector who inspects the premises to

check the neatness of the environment.

Simulation and Game Method: To simulate means to feign, assume false

appearance, pretend or mince as a method of initiating the real-life situation, processes

or behaviour. This can be used to tackle a local environmental problem such as

checking erosion, indiscriminate felling of trees etc. The end product is joint problem-

solving and decision-making.

Demonstration Method: It is an activity to show students how things work or

how they happen. For instance, teacher can demonstrate tree planting while students

will be asked to do it in groups. Furthermore, Brown (1992) in discussing about

demonstration method called it practical methods. Agusiobo and Olaitan (1981)

suggested that it is the most common method used in Home Economics. Also Onwuka ., ,, . " 3 . 7, > * . > a

(198 1) called demonstration method of learning by doing. It is a process by which the

teacher shows the students how to perform an activity and the student copy the

performance Ukolta and Enedogwe (1996) noted that demonstration method is the most

effective method. The learner's movemehts in the case of psychomotor activities, he

become more skillful. Teaching skill or performance oriented subjects in the science,

arts, vocational and technical education. In the same line of thought Guru (1987)

observed that the most effective method for teaching industrial technical is

demonstration met hod.

The skill, the knowledge and attitudes so acquired go together. This helps the

learner to grow in knowledge. Also in discussing an instructional method, Brown,

(1992), identifies audio-visuals as EE instructional method where some equipment and

materials appeal to both senses of hearing and seeing. This method can be used to raise

learner's awareness on topics like over grazing, deforestation, ozone layer depletion,

bush burning, flood control measures etc instructional techniques like, television, radio,

video could be used. Also Connor (1990) explaining the lecture method as another

instructional method; called it traditional method. He emphasized that only concept of

EE can be taught using that lecture. To him, it is not an effective method for teaching

EE because it does not encourage active participation of the students. However,

Inyang-Abia et a1 (1994) noted that despite the criticism of Connor and other writers,

they still maintain that lecture method is the most frequently used teaching techniques

and very effective in imparting (1) information or giving instructions or details which

the students could not find else where (2) presenting and organizing the material in a

certain way or for specific purpose or objective. Instructional method must be chosen

according to the need and desired objectives. What is important is learning and not

teaching. The effectiveness of the instructional method depends on the ability of the

teacher to prepare and choose the best method for each topic so that the interest of the

students is aroused and sustained .The choice of instructional methods depend on the

contents to be taught Ukolta and Enedogwe (1996) revealed the following as guild line

to be considered in choosing of instructional methods. These are:

1 Group -size large group, small group and individualized instruction.

2. Instructional objectives, based on these: cognitive, affective, and psychomotor

domains.

3 The type of learning to be encouraged in the teaching, that is principles, problem .' , , . . A W t . + . $ . I ? ' ,

solving etc

4. Individual differences among learners such as set, intelligence; needs and

desires learning styles; educational background; motivational characteristics;

interest, aptitude; etc. I ) . _ &

5 . Nature of subject to be taught that is abstract, practical oriented or both.

6. Time, that is duration of the lesson.

7. Instructional facilities available

8. Teachers experience - educational qualification. This guide line will help a

Home economic teacher in choosing the appropriate method for the content

helshe wishes to teach in order words when selecting instructional methods, the

knowledge of specific objective is considered very important followed by

learning experiences provided in the environment. The learners interest and

important constraints such as time, money, skills and commitment. When

choosing appropriate teaching method according to Fleck (1980), the teacher

must bring to bear his or her knowledge of human behaviour. She krther points

out that the interest, challenge, enjoyment and benefit to students in teaching

learning situation.

There are varieties of instructional methods that can stimulate student's interest

in learning. The method chosen depends on the following.

The nature of the lesson

The objective of the lesson.

Age and maturity of the class

Competence of the teacher aids and other learning materials available

However, the effectiveness of teaching often depends on how well the teacher

presents the information to the students. Effectiveness is defined as an indication of the

impact of a group of activities performed on the achievement of intended learning out

comes. Olaitan et a1 (1999) observed that good teaching will effect implementation of

Home Ecoaomics Curriculum. Agyeman (2000) noted four key elements of good

teaching, viz

Motivation context: Emphasizing intrinsic motivation and a need to know.

Learner activity: Stressing "doing" but in planned activities, reflected upon and

processed and relatedLto &&ra~t conceptions.

Interaction with others: Which may be of various kinds but involves

manipulation of ideas and negotiating. Arnoah (1998) identified seven

characteristics of high quality learning.

Being able to perceive relationship b~tween old knowledge and new

Being able to create new knowledge.

Being able to apply one's knowledge to solve problems

One's wanting to know more.

Instructional Materials

Instructional materials are gadgets or equipment's that can be used in the course

of learning, to make lessons more meaninghl and clearer to learners (Nwandu, 1994). It

is an information carrier that can be used to promote and facilitate teaching and learning

process in the school. Ibe-Bassey (1991) sees them as channels through which content

stimuli are presented to the learner to direct attention, inform, evoke a response, to

guide learning and to instruct. There are wide varieties of instructional materials. These

are classified according to their purposes. Nwandu (1994) classified them into non-

projected materials, projected materials, audio materials and audio-visuals Non-

projected materials include textbooks, chalkboards, bulletins, flannel boards, specimens,

measuring instruments, tools, machines, typewriters, computers, models, pictures,

photographs, charts and graphs, maps, posters and manuals, places and ex7ents. The

projected materials: include, slide projectors, opaque projectors, overhead projectors,

filmstrip projector and cine-camera. Audio materials include tape recorders, radio-sets,

telephones etc. while audio-visuals include television, film shows etc.

Mossoh ( 1994) grouped instructional materials into three; audio, visual aids and

audio-visual. He hrther explained that audio instructional materials are tapes, cassettes,

audio cards, records, radio set, telephone etc. The visual aids are slide, filmstrips,

overhead transparencies these are projected visual aids while the non-projected visual

aids are pictures, cartoons, media and life specimens. The audio-visual includes

instructional film, videotapes and cassettes. The visual materials, illustrates stimulates

and symbolizes and are easily available in the environment. They can be displayed

using chalkboard, cloth boards, bulletin boards, flip charts. These instructional materials

are not different from environmental educational materials. Discussing on

environmental education instructional materials, Adegbola (1992) identified them as . ' , , - . " I . .8 , % + *

pupils textbooks, thematic modules handbooks, charts, teacher's guide like textbook,

video, films, fieldtrip, methodological guides or instructional guide used to give

instruction Onyejemezi in Onwuka ( 1981) highlighted that the most effective

curriculum materials that can be used for teaching and learning is teacher resource

materials. These include textbook, television and films. He also pointed out that its

effectiveness depends on how the teacher directs the pupils on important concepts to be

learnt. With this, the notion that it replaces the teacher at the time of operation is

baseless. NAAEE ( 1 996) in his article on "environmental education materials guideline

for excellence" mentioned, film show, instructional guide, teacher's guide, thematic

models, handbook, fieldtrips pictures as Environmental Education instructional

materials that can be used in teaching and learning. Bone (1994) in the same vein

enlisted the following as environmental education instructional materials; these

includes, pictures, radio programmes, textbooks, instructional guide, teachers guide,

thematic models, prints, film shows, fieldtrips and specimen as effective for teaching

and learning in the classroom, Engleson and Yockers (1994) also identified the

following, diagrams, charts, films, maps, and pictures However, Brown (1994)

observed that the common EE material is the textbooks because it is adequate for

development of skills and knowledge. Adegbola (1992) noted that textbook can be used

to acquire concepts of EE in colleges of education but might not be appropriate at

secondary school level.

However, in teaching Home Economics, EE elements cutting across traditional

curriculum boundaries; may endorse the idea of using the environment as an integrating

content for learning. EE instructional materials will therefore help to transmit the facts,

skills, attitude and knowledge to the learner. For instance, NERDC and UNEP (1996,

1998) in their draft for environmental education (for Junior and Senior Secondary

schools) identifies some Environmental Education objectives and teaching materials

that can be appropriate in Home Economics programme these are as follows:

Environmental Education Objective

1. Discuss the impact of mining and quarrying of minerals and rocks on human life

2. List some examples of natural disaster.

3. List the major types of ~051'~'. "' ""'"

4. List the consequences of mining and quarrying of minerals and rocks on the local environment. I f _ _ _ 5. Describe the main biomes - grassland, deserted area, etc.

6. List fabrics obtained from vegetation.

Source: NERDC/UNEP (1 998)

Teachers Materials

Posters on impacts of degradation on human life

Picture/posters of effects of natural disasters and relieflrescue operations.

Soil sample - Seedling samples

- Water - Perforated cans

1. Film on degraded areas

2. Pictures of degraded areas.

Nwandu (1 994) identified eleven significance for use of instructional materials. These

are as follows:

Instructional materials are used to secure attention and make learners ready to

learn

Make learning pleasant and an enjoyable exercise.

Aid students to assimilate or use things being taught,

They add zest , interest and vitality to the learners training so they learn faster.

Stimulate a high degree of interest in students.

Motivate learners to investigate a problem thereby increasing voluntary reading.

Provide teachers and learners with the opportunity of developing the ability to

imagine to improvise and to relate things observed to reality.

They help elicit group interaction, which results in healthy group interaction as

well as the growth and development of knowledge, skills and positive attitude in

the learners.

Instructional materials help teachers minimize time

Help restore confidence to the teacher.

With all the stated uses of instructional materials, it means that teacher

effectiveness depends a great deal on instructional materials. Anyakoha (1992) stressed

that Home Economics programmes would produce ill - equipped graduates who will

lack the skill and confidence required for self - reliance. In addition Ainley (1987)

reminded that relevant equipment and learning materials will not only foster a variety of

learning process but will help in development of interests through participation in varied

activities, and this will have.longT t e m effect on cognitive and affective development.

Instructional materials do not achieve any value on their own. The teacher must

make good use of them to achieve results. Nwandu (1994) believes that, one of the

reasons why available instructional materials are not used by teachers in the schools is

their lack of the necessary skills td opet-ate them. The teacher should ensure that he

knows how to operate tools, understand how they work and check that all parts are

working thoroughly before using them. This will help minimize errors and accidents.

Ekong (1994) agrees that vocationalAechnical teachers have responsibility of sensitizing

and stimulating learning processes through the use of instructional materials, stimulate

learning and their proper use, promotes more meaningfbl commercialization and so

enhance teaching.

Therefore, in selecting instructional materials Environmental Educators must carefidly

consider three primary issues.

Alignment of environment education topic curriculum frame works and existing

courses of study

Professionally accepted criteria for judging the quality of materials..

The needs, interest, and environmental circumstances of tocd students

(NAAEE, 1998) for effective selection, Gbamanja (1989) outlines some basic

criteria to follow

The materials should be sound and retain vital original ideals.

The materials should cover the topics as extensively as being appropriate to the

class that will receive the information.

The materials should be related to the objectives of the course content and the

prescribed curriculum.

The organizational structure should conform to the development of the

programme to satisfl the logical structuring and soundness of presentation.

The selection should consider individual differences and build up sequentially in

line with principles &om simple to complex and &om known to unknown.

Also Ekong (1994) enlisted six criteria in instructional materials selection in vocational

teacher education, these are:

1 . The materials should have adequate artistic make-up

2. The materials should have the features of attracting and retaining attention ,' ,,. . ,q. .,. % ' 18

(appropriate physicd size, bright colour, clear format).

3. The contents should be free from conflicts and distraction.

4. The structure and content of the materials should portray carefbl planning.

5 . Experts.or knowledgeable personnel should be involved in the selection.

6. The teacher should be resourcehl enough to turn defects into advantages.

However, in selecting instructional materials its relevance to the objective

should be emphasized.

Environmental Education (EE)

This section deals with concepts, components, importance, objectives and

integration of Environmental Education. Environmental Education generally refers to

curriculum and programmes which aim at teaching people about the natural world and

ways in which ecosystem works (Adara, 1997). To him EE programmes will oRen aim

at changing people's perceptions about the value of the natural world and behaviours.

Tbilisi Declaration (1978) stressed that EE is a learning process that increases people's

knowledge and awareness about the environment and associated challenges, which

fosters attitudes, motivations and commitments in taking responsible action. In the same

line of taught, Hari (2005) derived two definitions of EE from UNESCO, and Tbilisi

Declaration, 1978; these are

(I) EE is a process in which individuals gain awareness of their environment and

acquire knowledge, skills, values, experiences and also the determination which

we enable them to act-individually and collectively in order to solve their

present and future environmental problems.

(2) EE is a complex process, covering not just events, but also a strong underlying

approach to society building as a whole.

Hari (2005) believed that EE enhances critical thinking, problem-solving

effective decision making skills, which teaches individuals to weigh various sides of an

environmental issue, in order to take a responsible decision. Also, Hari referring to

Stapp (1969) noted that EE is aimed at producing a citizen that is knowledgeable

concerning the biophysical environment and its associated problems, and how to bring

solutions to the problems OR solve the problems. Furthermore, NEEAC, (1996)

emphasized that EE is concerned with knowledge, values and attitudes that will arouse

positive environmental behaviour. This shows that the knowledge of EE will develop . % , , . , . w T . y e ' 3 %

positive attitudes that will make one value his environment and become concerned

about it. EE therefore does not advocate for a particular viewpoint or course of action.

EE if properly understood should constitutes a comprehensive life long education; that

is to say, it prepares the individuql for Jife through an understanding of the major

problems of the world and provision of skills and attributes needed to improve life.

However, to address the concept of Environmental Education knowledge of EE

component is required.

Components of En viron mental Education

UNESCO (1978), Hari (2005), suggested five EE components, these are:

(1) Awareness, sensitivity to the environment and environmental challenges;

Knowledge and understanding of the environment and environmental

challenges,

Attitudes of concern for the environment and motivation to improve or maintain

environmental quality;

Skills to identi5 and help resolve environmental challenges;

Participation in activities that will lead to the resolution of environmental

challenges.

In the same line of taught, NEEAC (2996) identified three critical components

of EE, this includes (I ) awareness, (2) understanding and (3) appropriate action. To be

more specific, He noted that EE includes developing personal awareness of the

environment and one's connections to it, developing an understanding of environmental

concepts and knowledge of ecological, scientific, social, political and economic

systems. In addition, U.S. Global Change Research Information (2999) observed that to

provide EE comprehensively within the school curriculum three essential components

are needed. These components are:

Seeing EE as education about the environment. This includes studying and

understanding environmental problems and issues, as well as finding their

solution. It also includes gaining key knowledge and understanding of

ecological hnctioning of the environment.

Identifying EE as education in the environment. This component provides the

students with opportunities to experience the environment. It will foster positive .. , , . . A C1. ". '.'*

attitude and values towards the environment, and students will develop a sense

of stewardship towards the environment.

Identifjing EE as education for the environment. This component focuses on

taking action for the prote~tion 61 conservation of the environment. It also

builds the capacity to participate as environmentally literate citizens with

appropriate skills for environmental problem solving.

Importance of EE

UNESCO (l997), noted that EE is the most effective means through which the

society can confront the challenges of the future. The study of EE has helped the

community to identi5 a wide range of transboundary environmental prob!ems, dealing

with its impact and ultimately providing solutions. It has also helped to correct

problems of climatic change, loss of biodiversity, destruction of fisheries, Ozone layer

depletion etc. Eguabor (1996) highlighted that EE is critical for promoting sustainable

development and improving the capacity of people to addressing environmental issues.

He also pointed out that EE is critical for achieving environmental and ethical

awareness, values, attitudes and skills development, for effective public and

participation in decision-making. This means that EE can provide an awareness of who

and how we relate to the world around us. Again, studying and exploring the

environment, teaches the children about the earth's natural resources and fosters their

sense of respect for living things. In addition, U.S, Environmental Protection Agency

(2003), observed that EE will encourage enquiry and investigation. This will help

students develop critical thinking, problem-solving and effective decision-making.

They also pointed out that noted that quality EE will improve everyday life by

protecting human health and encouraging stewardship of natural resources. Again,

Commonwealth of Australia (2005), emphasized that EE will help in understanding of

environmental issues. This, they noted will help to reduce helplessness in people which

might emerge on the face of environmental challenges. Such knowledge if provided

will make things easy for government, business medwomen and individuals to turn

away fiom medium and long term goal stated in EE to short term goals which will

require immediate attention. To highlight more on the importance of EE, Johnson.

(1999) stressed that EE can help the school community to reflect on positive

environmental attitudes and values as well as responsible environmental actions ,',,... t , > e . % . , t ' ,

throughout its operation and programme. This could include presentation of students

play on the environment or deny or exhibiting students weaknesses on environmental

issues in the school's art exhibition etc. Furthermore, EE is concerned with knowledge,

values and 'attitudes, and has its aiq, in prQducing responsible individuals that can effect

the environment. Staniforth & Fawcette. (1994) explaining the above-mentioned

elements, noted that awareness, which lead to understanding and in turn will create the

potential and capacity for appropriate actions. This is the objectives that EE wants to

achieve.

Environmental Education Objectives

Education is a means to an end, whch is expressed in terms of student's

attainment. Olaitan (2003), Observed that the change in behaviour expected of the

students as a result of learning experiences are specified in the objective. The

objectives are specific aspects of a goal, and goals are broad educational outcomes and

mostly derived from the needs of the people (Olaitan and Ali, 1997). Goals therefore

are general objectives and Objectives are defined as intended outcomes of learning

activity They tend to suggest what the students should be capable of doing after

participating in learning activities. Again, Onwuka (1981) noted that objectives can be

general or specific when it represents statements of broad outcomes of learning.

Specific, when it describes the specific behaviours to be attained. They begin with such

action verbs as "to 'identif17, to "define", "to acquire", 'to understand, "to appreciate",

"to prepare", "to plan" etc. The goal of EE cannot be defined without taking account of

the economic, social and ecological realities of each society, or of the objectives it has

set for its development (Smith, 1995). The development of EE objectives started when

people began to appreciate and become concerned for the environment. In 1962, Rachel

Carsian's released a seminar work documented on the effects of pesticides in their

environment, this arose public concern and effects on the world around us began to

mount (Einstein, 1995). A new cumculum that includes an examination of values and

attitudes was developed to help in making decision about the environment (NEEAC,

1996). The environmental education began to work towards a common definition of EE

This was guided by Belgrade Charter Declaration (UNESCO, 1978). Belgrade Charter

Declaration was developed in 1975 at the United Nations Education, scientific and

cultural organization conference in Yugoslavia, and provided a widely accepted goal .' $, ... " t . 7,' $ + . . I >

statement for EE. They stated that the EE goals was to develop a world population that

is aware of, and concerned, about the environment and its associated problems. This

will motivate and help the individuals to collectively work towards the solstion of

current problems and the prevention. ~f new ones (UNESCO, 1976). Following

Belgrade, the world's first intergovernmental conference on EE was held in Tbilisi,

Georgia. Building on the Belgrade Charter, representatives at the Tbilisi conference

adopted the Tbilisi Declaration, which challenged environmental education to create

awareness and values amongst human, and improve the quality of life of people. The

outcome of Tbilisi Declaration leads to specifying the objectives of EE. These are as

follows:

( 1 ) Awareness: To help social groups and individuals acquire an awareness and

sensitivity to the total environment and its allied problems.

5 2

Knowledge: To help social groups and individuals gain a variety of experience,

and acquire a basic understanding about the environment and its associated

problems.

Attitudes: To help social groups and individuals acquire social values, strong

feelings of concern for the environment and the motivation for activity

participation in environmental improvement and protection.

Skills: To help social groups and individuals acquire the skills for identifling

and solving mvironmental problems.

Participation: To provide social groups and individuals with an opportunity to

be actively involved at all levels in working towards resolution of

environmental problems. (UNESCO, 1978)

In addition, Hari (2005) rearranging Tbilisi's Declaration on EE objectives

displayed the following:

Participation: To provide individual groups and societies with opportunities to be

actively involved in exercising their skills on environmental citizenship and be actively

involved at all levels in working towards sustainable development.

Knowledge: To help individuals, groups and societies gain a variety of experience and

a basic understanding of the knowledge, actions and competencies required for

sustainable development.

Values: To help individuals, groups and societies acquire feelings of concern for issues

of sustainability as well as a set of values upon which they can judge appropriate ways , ' , , , , . " q . ,*. $ , * > * .

of acting individually and with others to promote sustainable development.

Skills: To help individuals, groups and societies acquire the actions competence or

skills required for environmental citizenship; in order to identity and anticipate in

environmental problems and work ,yith @hers to resolve, minimize and prevent them

Awareness: To create an overall understanding of the impacts and effects of behaviours

and life styles on both the local and global environment, and on the short term and long

term. The EE objectives stated by Hari (2005) is the same with Tbilisi Declaration

objective for EE except that Hari rearranged it and instead if writing the attitude, as one

of the EE objectives, he wrote values. However, whatever, people value can be seen by

their attitude towards it. For instance if one values aesthetic environment he will

develop a positive attitude towards its important. Again, Smith (1 995) identified five EE

objectives these are as follows.

Environmental Awareness - This is a process of altering people to the

multiplicity of factors which influence their environment and their first step

towards the systematic way of thinking about the environment.

Environmental Literacy - This builds on awareness by the acquisition of greater

knowledge and understanding of the components of the environmental system,

the links between these components and their dynamics.

Environmental responsibility - This recognizes the special role of human kind in

determining guiding change.

Environmental competence - This implies a degree of mastery of the system,

and ability to act effectively on matters concerning the environment for its better

hnctionality.

Environmental Citizenship - It is a concept of participating membership of the

system.

Jacobson, (1985) provided a simplified display of Environmental Education objectives

as follows:

EDUCATE -, our selves on which leads to Acquisition of To improve matters and issues -knowledge, skills and

1 relating to the change of attitudes environment

AwARENES S ---------+ of the environment our room Which arouse Family

1 <,, . * q . + . > . , * , School

ommunit y

CONCERN , regarding the state Which translates into of our environment Water + COhMTMENT , to do something about

G r i d .

Which demands The enviroiiuiient f

ACTIONS + individual and Collective in the

\Family Local, national and International land School Community

Fig. 4

Source: Jacobson (1 985).

From Jacobson simplified display of Environmental Education objectives. He

illustrated it both horizontally and vertically shows that education about our

environment will improve awareness of the environment and this will arouse concern

regarding state of the environment, which then can be transmitted to commitment which

then demands action individually and collectively in the family and nation. NEEAC

(1 996) enlisted five goals of EE programme in the school system. These are

1. To help students develop factual knowledge about the natural environment,

particularly with regards, to how ecosystem work and human imparts on the

natural environment.

2. To foster more positive perceptions about the value of the natural world

3. To develop a co - friendly habits, such as getting people to recycle and to

provide less waste.

4. To engage students in environmental project and action

5 . To develop students' psychology and spiritual relationship with nature.

Again, UNESCO (1978) identified the objectives of environmental education in

technical and vocational educational as follows:

(a) To educate and train middle level technical manpower to cater for the economic,

technical and ecological needs of a modern society.

(b) To inculcate standards and values of citizenship, social and environmental

responsibility among its students.

(c) To update and improve education and training standards. .. ,, ,, . .i. .*. , .>I.? a .

(d) To promote research and technological innovation including areas connected

with environmental protection

(e) To liaise effectively with industry and others, employing organizations to

provide education for itg teachers and students in technological and

environmental areas.

Also UNESCO and UNEP (1990) identified five goals of EE in vocational

Agriculture curriculum that could be integrated, these include:

( 1 ) To present a frame of reference for EE out door education including philosophy

ar?d goals

(2) To acquaint teachers with some major principles of learning theory and their

applications for EE

5 5

To acquaint teachers with outdoors education methods and provide opportunity

to develop competencies in their selection, use, and evaluation

To acquaint teachers with sources of professional help, instructional aids and

curriculum.

To provide teachers with an opportunity to develop a nationwide, a set of criteria

and minimum compete for selecting, developing and utilizing outdoor sites.

In addition, UNESCO & UNEP (1986) identified five EE objectives in

Technical and vocational education. These are:

To develop new attitude and behavioural patterns in pupils which enable them to

make decisions concerning the necessity of preventing the deterioration of the

environment, through respect for ecological equilibrium.

To create awareness of our responsibility for our actions in relation to the

environment and their immediate and long term repercussions.

To protect the natural resources and hence to use them in the economical

situation in a particular country.

To help bring in a technological world which is consistent with the real needs of

individual development and the social development of each country and which

does not conflict with its cultural patterns and to develop autochthonous

technologies.

To increase the part played by technical education in he existing educational

system so that solutions to problems evolved in each country's actual ,, , , + A "$. .%. ? . , I # ' .

circumstances are not imported from abroad.

In addition, Anyakoha (1994) mentioned the EE objectives that will enable

vocational teacher education graduates to manage both their "inner environment" and

the envirotlment outside their imqediat9 working space. She explained that EE

objectives should be able to

(1) Enable the students learn the theoretical and scientific basis of the technology

for coping with environmental problems involved in their occupational areas.

(2) Understand the working of such technologies and be able to use them whenever

necessary in the course of their work

(3) Understand the principles underlying the working of the technologies in order to

be able to manage and maintain them.

(4) Equip them adequately and enable them to manage their environment

(5) Protect themselves from environmental hazards. She concluded it by

emphasizing that Vocational Teacher Education graduates, if adequately

equipped with such EE objectives will become initiators of environmental

improvement. From these EE objectives stated, she enlisted the knowledge,

skills, attitude and values as important components in EE objectives.

In addition, Connect (1986, June) observed that EE is aimed at making students

and trainees aware of the specific environmental problems and risks, including those

related to the safety and health of the working group. She identified some of Home

economic related occupations, sources of problems, and risks in handling of electricity,

various forms of domestic appliances, handling of machines such as sewing machines,

iron, blenders, and, hair dryers.

Furthermore, Nigeria Ed~cation Research and Development Council & United

Nations Education, Scientific and Cultural Organization NERDC/UNESCO (1992)

identified three specific EE objectives for training or teachers in colleges of education

programme. These are:

(1) To train individual who will be able to determine the existence of environmental

related problems from an examination of demographic situation, socio cultural

situation, ecological and resources situation and providing effective means of

checking those problems.

(2) To train individuals who could transmit their knowledge to other members of the

society in the formal (school) and non-formal (community) educational settings .',, A*(.,.. , < l a ' .

with a the view to making other members understand the various environment,

related problems and how those problems are brought about and how they could

be solved.

(3) To 'assist students to develop -tke ability to prepare, present and evaluate

environmental education programmes on a variety of educational settings.

Finally, Adara (1998) in summarizing the EE objectives in the school system

emphasized on three points

(1) That EE objectives will help the students to understand that, people are an

inseparable part of an environmental system, and that whatever they do alters

their surroundings on both detrimental and beneficial ways.

(2) Acquire a basic conceptual knowledge of courses of environmental problems

and their solution

Develop skills usehl to understand, prevent and correct environmental

problems. In the same line of thought NERDC and W P (1996) added that

EE objectives should help to:

Identify (analyze) environmental problems, their courses and consequences

Acquire meaningful knowledge, skills and strategies for environmental

conservation.

To inculcate a positive ethnical, aesthetic, cultural and economic values and

attitudes towards the environment and its resources.

These objectives if implemented will help to develop positive attitudes and skills

required to tackle with environmental issues or problems.

Hence, from the second EE objectives identified in NERDC (1992) in Colleges

of Education, the present study determines to use Colleges of Education as appropriate

vehicles for integrating EE because, teachers if equipped with EE knowledge will reach

out to formal (school) and non-formal communities. The students through extension

work will reach out to the communities. This will facilitate the achievement of EE

objective to the nation.

In addition NERDCA.JNESC0 (1996 &1998) suggested three major EE

objectives for all categories of learners within the formal and non-formal sectors of the

educational systems; these are:-

(1) Acquiring knowledge and understanding-of and sensitivity to the total

environment and its allied problems and humanity's critically responsible .' ,, . w 3 . .*' > * ,,f

presence and role in it.

(2) Developing skills in investigating and evaluating ecological, political, economic,

social, aesthetic and educational factors for solving environmental problems.

(3) ~6veloping attitude, valuesIland strong feelings of concern for the environment

and the motivation for actively participating in its protection and improvement.

Hence, out of all these Environmental bodies, it is only this last group that try to

provide EE guideline taking Home economics courses at secondary school level as a

carrier subject. They specified the modalities for integrating it. These modalities

include performance objectives, content, teacherAearner activities, teaching material and

evaluation guidelines.

However, it is this work that arouses concern for this present study. This is

because, if the curriculum guideline they produced for Junior and senior secondary

school is implemented, the teachers who will teach it need to be properly equipped with

EE knowledge, otherwise EE objectives will not be accomplished they may not be

effective in implementing it.

Integration of Environmental Education

It is important to note that for proper implementation of any programme,

teachers attitude towards the subject matters a lot. This is necessary because according

to UNESCO and UNEP (1986), a teacher cannot integrate what he or she does not

know. They emphasized that teacher's knowledge should be expended in at least three

areas; these are their attitude towards EE, environmental science technology and nature

of teaching environmental education. In the same line of thought Guru (1987) observed

that for successfd integration of EE into industrial school curriculum, teachers are

considered This is necessary because their teaching skills should be improved.

UNESCO and UNEP (1990) therefore suggested two effective procedures for

integration of EE into vocational Agriculture programme. These are

f 1) Developing curriculum materials that include EE concepts as integral part of the

subject matter.

(2) Conducting workshops where teachers with similar problem, environments,

culture and approaches gather to participate in discussions of the procedures that

would most likely be successfbl in teaching the subjects. Guru (1987) in

addition, suggested that EE objectives should be considered in industrial

education curriaifa'&hd Wacher training programme. He added that, to achieve

EE objectives, instructional methods should be used to transact curriculum and

to develop attitudes, aptitudes, values and problem solving skills.

Again, in discussing about the Michigan teachers, LNESCO and UNEP (1990) I t - ..

observed that in developing EE in vocational Agriculture, the objective should be called

"Tasks". The term "task is utilized in order to promote the use of competency based

education procedure Tasks are a series of learning activities that must be mastered if the

students is to become competent in a particular area. They believed, that if the task is

achieved it will lead to attainment of the objective. They identified 92 tasks which

developers believe that students should master in order to be competent in the area of

crops and farming. Some of these specific related tasks in EE includes:

(1) Control crop diseases using appropriate information to insure healthy crops.

( 2 ) Control weeds using appropriate information to provide increased crop.

(3) Control insects using appropriate information to eliminate insect problems etc.

Again, UNESCO and UNEP (1986) revealed that EE can be integrated into

Agriculture and industries, schools in four ways. These include:

(1) Compulsory core subjects or Topics which students will need to study.

(2) Compulsory related subjects which need to be studied by all students belonging

to a particular discipline or trade.

(3) Elective!optional subjects which relate to the discipline concerned and may be

chosen by the students in accordance with his aptitude or interest of the

occupational field.

(4) Common electives for all disciplines. This elective chosen must be usefbl in the

occupation which the student wishes to take up. Such integration can be

achieved by (1) conducting a special course or series of lecturers on

environmental education in general. This might be easiest to implement but

does not change traditional patterns of education (2) provide an introductory

courses on environmental problems during the first year and a choice of courses

on some aspect of the problem or group of problems in the second year This

method may be suitable for university education level but not necessary in

higher techcal schools. (3) Review the entire curriculum and reorganize it so

as to include environmental protection as an integral part of the programme.

This, they noted is the most effective way, because it involves breaking down ., , , . , . " 3 . .,' , . , P

traditional boundaries between disciplines and integrating the content of

different study programmes with environmental protection.

Furthermore, Anykaoha (1994) identified five possible ways of incorporating EE into

vocational and technical education. These - .. are as:

(1) a separate subject, designed directly to the particular risks and possibilities of

any occupational area concerned.

( 2 ) An integral part of total vocational and technical learning process. For instance

in Home economics EE can be integrated into economy and textiles courses,

consumer education, foods and nutrition, as well as home management courses.

(3) A theme cross cutting all aspects of vocational and technical education. It

should be emphasized and explained in the teaching of theoretical subjects. It

could also provide a leading theme in laboratory and workshop skill training for

all VTE students.

A subject matter or topics for thesis or project work at under graduate and

graduate levels for VTE students

Planned school or industry Linkage programmes. EE can also form an

important part of the on the job training and experience for the students of VTE

programme.

Furthermore, Adegbola (1992) suggested four ways of integrating EE into the

colleges of education. These are by:

Creating department of environmental studies. This strategy will help to

establish a separate department of EE. The advantage of this is that those who

have the opportunity to study the subject will not have their curriculum over

crowded

Establishment of environmental studies programme in some departments. This

second approach will help to establish separate environmental science

programmes in relevant department. It can become an area of specialization for

the department. The advantage of it is that, it is not costly to mount.

Integration of relevant topics into courses of existing department. These topics

will be relevant to the course. For example an economics teacher can discuss

problems of managing environmental resources when teaching the general

principle of public goods and services. From this method, every instructor in .,,..b. L .

each department wiD"be able to explain environmental factors. Again, it is cheap

to operate because new teachers are not recruited.

Periodic public lectures, symposium, seminars and workshops. This can be

done by inviting experts at intervals or during long vacations to present papers ,I . .*

on environmental issues. Reviewing Adegbola's suggestion, it is only his third

suggestion that related to this present study. Igbo (2000) in the same line taught

identified 10 environmental topics that could be incorporated into university

Home Economics curriculum.

Guru also identities five guidelines for the incorporation of EE into school ci~rricula and

teacher training for industrial schools in Asia, these are

(1) Modalities of incorporation of EE objectives into school curricula and teacher

training for industrial schools,

(2) Environment element and industrial course contents at school level

(3) Environmental element and course contents for teacher training.

(4) Appropriate EE training methodologies for 1 and 2 above

(5) Evaluation techniques with respect of EE dimensions at industrial school and

teacher training levels. He summarized it by saying that modalities for

incorporation of EE components into the curriculum of industrial schools and

teacher training include mechanisms of policy formation, implementation and

the agencies responsible for each of these activities.

Again, UNESCO and UNEP (1990) identified guiding principles for

incorporating EE into vocational Agriculture curriculum. They observed that objectives

that can be used to accomplish the programme should be listed under the course

materials. Again, they noted that student achievements of objectives are measured in the

two examinations. one at the beginning of the term and one at the end of the term.

During the course each student presents a teaching unit on out door environmental

education that he /she has developed. These shows that the guiding principles should

specitjr on the objectives draw from the goal, materials, evaluation and methods and

also the subject matter or content of the course.

Again, NERDC and UNEP (1996, 1998) taken Home Economics as a carrier

subject topics, identified five guiding principles for integrating EE into secondary

school curriculum. These are specifjring the performance objectives, the content,

teacher learning or activities, teaching materials and evaluation guidelines. This was . . , , . . w q . >>' 8 , I *

the only group that attempt integration of EE into Home Economics at secondary school

level. In addition NERDCIUNDP (1996, 1998) suggested that to integrate EE objectives

in the school curricula, it should be structured into four themes. These are ecological

foundations; human environment aqd development, environmental change and impact,

and sustainable development. They hrther stressed that these objectives within a theme

could be inhsed into existing school subjects at the primary and secondary school to be

taught exclusively as a module of knowledge in the tertiary institutions or out of school

settings. They also emphasized that relevant topics and issues within each theme are

therefore structured into performance objectives, content, learner activities, teaching

materials and evaluation guidelines. The teacher responsibilities, are as follow:

(1) Incorporate EE objectives and strategies into existing subject programme as

appropriate

(2) Develop student's values and skills through clarification and analysis, group

dynamics and decision-making

(3) Encourage participation by involving students in the first hand experiences.

Furthermore, UNESCO and UNEP (1986) in writing about integration of EE

into secondary school noted that "integration when applied to science courses should

help the students gain the concepts of fimdamental unity of knowledge, the

commonality of approach to problems of scientific nature, to gain an understanding of

the role and function of science in everyday life and the world in which we live . They

suggested that integration of EE could be done through integration of EE objective for

instance relevant topics and issues are structured into performance objectives. These

objectives should be in relationship with their natural and physical environment which

will help to achieve environmental education. Hence, Staniforth et a1 (1994) observed

that the only way of achieving EE objectives is to integrate relevant EE components,

such as knowledge, skills, attitude and value. This arouses concern and therefore

appropriate actions will be taken to preserve and protect our environment.

Integration of Learning Experiences

Also another way of achieving EE objectives is by integrating EE learning

experience - This can be done by integrating learning experiences around a theme, this

projects the spirit of integration rather than putting them as a discipline. The concept of

EE becomes more meaningful if learners are helped to see the phenomena in their , . , , . < t . > * ' ,

totality, the physical, economical, and social aspects. The concept do not exist in

isolation, for instance the concepts of population is related to other concepts such as

birth rate, dead rate, reproductive environment, community, society etc. This shows that

the concept is taught across all subject ,s except . . when it is impossible to do so. He added

that the general theme can from the basis of building up 15 to 20 modules (depending

on the environment). A module in this respect can be deftned as a learning package.

The various school subjects can be related to the central theme. NERDC/ L'NEP (1998)

suggested some learning experiences that could be incorporated into the junior

secondary schools as follows:

Guided discussion on the impact of mining and quarrying on humans, viewing pictures

and posters on effects of natural disasters, collecting soil samples and classi@ them;,

Guided discussions on resource and potentials of vegetation etc.

Adegbola (1992) suggested the inclusion of EE learning experiences for colleges

of Education such as. Guided discussions on indiscriminate felling of trees and

deforestation, assuring project on loss of vegetation, guided discussion on depletion of

the ozone layer, explaining destruction of ecosystem and loss of biodiversity, preparing

a proposal on prevention of oil spillage, promoting tree planting. Others include

discussing the meaning of sustainable use of natural resources, class discussion on ways

to avoid environmental change, map reading on dimensions of sustainability, organizing

an awareness campaign on maintaining and improving soil productivity, guided

discussion on avoiding and retrying soil degradation, examining solid and liquid waste

development and reproduction, preparing a proposal on nutrition and food security,

guided discussion on use of edible animal product, guided discussion on qualities of

water as a natural resource, show and obtain reactions to posters on effect of land use

and its effect

Adara (1997) recommended that for students of Agriculture to appreciate need

of EE in Nigeria school agriculture curriculum, they should be provided with learning

experience such as:

(1 ) Organizing environmental protection clubs for agriculture students

(2) Organizing environmental awareness through seminars, workshops, symposia,

and conferences.

In addition, Adegbola (1992) suggested that appreciation of environment could

be achieved by evaluation of environmental management programmes in various .' ,, .. . < $ . \ t . ., . I *

' ,

settings. This he suggested will help the students in colleges of education to learn

better.

Friedrich Ebert Foundation and Nigeria Environmental Study and Action Team

(FEF/NEST) (199 1 - 1 995) suggest~d that the learning experiences from different

modules such as definition and component of the air, land, water, atmosphere, plant,

animals, micro organisms and people and environment should be suggesting treatment

of water before distribution, organizing environmental awareness through seminars, &

workshops etc, identifying the air we breath, viewing microorganism bacteria, and hngi

with microscope, examining solid and liquid waste management practices in

households, industries, and market, explaining desertification and threat to marginal

land, appreciating proper management of domestic industrial waste, advocating proper

use of kerosene. Other learning activities suggested were by NERDC and UNEP (1996)

for teaching Home Economics as a carrier subject in senior secondary schools include,

boiling of water, filtering of water in course content like water pollution, organizing an

awareness campaign on water hazards by the use of posters, songs and drama etc,

identifying the air we breath for EE topics like air we breath, guided classroom

discussion on how the earth gets energy from the sun and use of such energy. Again,

NEST (1997) suggested treating water before distribution such as boiling water,

filtering water etc.

Again NERDC and UNEP (1998) in the draft Environmental Education

curriculum for junior secondary schools, some of the contents and learning experiences

through Home Economics are as follows.

Performance Objectives

Learners should be able to:

I . Impact of mining and quarrying on human life -Pollution - Air - Water - Noise

(2) Natural disaster and their affects on - desertification, - Hunger or starvation, - loss of lives

(3) Classify soil (clay, loan, sandy soil)

(4) Land and soil degradation 0 + .*

(5) Blomes (forest, grassland, deserts, and deserted vegetation.

Learning experience

Guided discussion on the impact of mining and quarrying on human life.

Viewing picturedposters on effects of natural disasters, rescue/ relief operations.

(a) Collecting soil samples and classifying them.

(b) Growing seedlings in sandy, loamy and clay soils and, indicate the soil type which supports plant growth most

Demonstrating land filling as means of reducing the land degradation effects.

(a) Preparing colour charts of the major biomes.

(b) Guided discussion on resource potentials of vegetation.

Source: NERDC & UNEP (1998).

This learning experiences identified can be used in achieving the above

mentioned EE objectives. The selection of learning experiences depends on the

objectives to be learnt. Tyler (1975) suggested four useful characteristics of learning

experiences for attainment of various types of objectives. These include the following:

I . Learning experiences to develop skill in thinking

(a) Sensing a different programme that cannot be solved at present.

(b) Identieng the problem by analyzing it more clearly.

(c) Collecting relevant facts for solving the problem.

(d) Formulating the hypothesis or more explanation.

(e) Drawing conclusion.

2. Learning experience is helpful in acquiring information.

3 . Learning experience is helpfill in developing social attitude.

4. Learning experience is helpful in development interest.

h'ource: Tyler (1 975).

Tyler (1975) also enlisted six guidelines for selection of learning experiences.

These include:

1. The learning experiences that will give the learner an opportunity to practise the

kind of the behaviour implied in the objective, for example, if one of the

objectives is development of skills, the attainment of the objective will be

possible if learning experiences provided give the learner ample opportunity to

develop skill in problem-solving.

2. The student must obtain satisfaction from carrying on the kind of behaviour

implied by the objectives. t

, ' , , + d W q . . e . $ . , + ' ,

3 . The reactions desired in the experience are within the range of possibility for the

students involved

4. The learning experience must be appropriate to the student's attainment.

5 . There are many learning wperietices that could be used to attain the same

educational objectives.

6. The same learning experiences will usually b r i g several outcomes.

Integration of EE Instructional Methods

Furthermore, Connor (1990) noted that for integration to be effective the

following EE instructional methods that can be used for teaching Home Economics

programme are as follows: (1) Problem-solving method, (2) case studied and (4)

simulation games. He also pointed out that these methods mentioned above are

superior by comparison with traditional methods such as. lecture method and

exposition, in terms of such issues as: (a) acquisition and retention of environmental

knowledge and concepts; (b) the development of thinking skills, and (c) the

development of desirable environmental related attitudes.

In this view of thought Samhba-Cap-Ncap (2000) identified observation

methods. This involves watching others while systematically recording the frequency

of their behaviours. The basic goal behind conducting observations is for the researcher

to have further accurate information about how a programme actually operates.

Again, McNamara (1999) in identifying case studies as an instructional method

observed that, it can be used to organize a wide range of information about a case and

then analyze the contents by seeking patterns and themes and further analysis through

cross comparison with other cases. A case study can describe any unit, such as

individual groups, programmes, projects, depending on what the programme evaluators

want to examine. For instance, there could be a case study of waste management of a

particular area. The case is read to the students and in the light of the facts presented a

general discussion may follow or the class may be divided into groups for purposes of

identifying the important points. Conclusion and possible solutions must be drawn

cautiously.

Another method is discussion method; this is a skill that must be learned by

doing. Here a group or class under the guidance of a leader examines its views of a

problem by group interacti.ofi;.thhen"atfempts to reach the best solution possible. Munn

and Drever (1990) noted that discussion method can be done during the lesson. For

instance, afier teaching EE concepts, pupils will be allowed to talk about how they felt

about the.topic, whether they understand it, whether they were interested in it. Do they

find it easy or too difticult? ~n~ang-~bi ; ; et a1 (1994) enlisted the following techniques

under discussion method as: round table, panel discussion, debate and brainstorming:

Brown, (1992) in the same view enlisted some of the techniques in discussion method

and EE subjects that can be taught. These include, round table which is an informal type

of discussion, their views on the issue tabled for discussions could range from local to

global environmental concerns, such as the threat to biological diversity, the problems

of desertification, the significance of climatic change etc. Another one is panel

discussion, which being more formal, usually requires more serious preparztion than the

round table. Both moderator and discussants sit, facing the audience (e.g. the class) with

each speaker limited to a specific length of time (e.g. five minutes) to express hisher

views on the subjects. The moderator leads the discussion by asking the discussants

relevant question. In a class situation members of the class can also ask any of the panel

member's questions for clarification of issues. Another one is debate, in a formal

debate, two teams argue in alternate order for or against an issue, a debatable problem

or question such as whether government should or should not enact and enforce more

stringent laws against oil pollution. After the team presentation, members of the

audience may be give to decide which team had more effectively and convincingly

presented its arpments more than the other. Another is brainstorming which is a

technique of storming a talk or issue or problem intensively with ideas and thoughts

within an informal and free setting, devoid, of constraints and criticism. This is used to

bring out workable ideas that can solve the problem at hand. It is good to work in small

groups between five and eight persons before coming together as a whole class to

discuss group findings and to take appropriate decision for implementation. Discussion

method will facilitate self-confidence, initiative, critical thinking, tolerance,

attentiveness, team spirit, as well as inducing learners to think of alternatives for

problem solving.

Other Environmental Education instructional methods discussed by Brown

includes, Audio-Visual methods, expository methods, inquiry methods, peer teaching

methods, practical methods; p~obh-sb lv ing methods, the project methods and values

clarification methods Audio-visual is an instructional process whereby some equipment

and materials that appeal to both senses of hearing and seeing at the same are used to

bring about desired change in the behaviour of the learner. The method demands the

combination of sound-eight-produdng 5&ipment and material at the same time without

relying completely on either. It can be used to raise learner's awareness on such

environmental issues as soil erosion, waste disposal, bush burning, recycling process,

over grazing, deforestation, ozone layer depletion, oil spillage, population environment,

efficient land management, flood control measures etc. Again Okoro (1994) suggested

direct observation. Anecdotal records is recording the behaviour of students over a

time, from there one can infer if there as any behavioural change.

Others suggested by Okoro are student self - report or inventories. It means a

typed or printed set of question to which students are required to respond from multiple

choice items true and false items, Check list or rating scale. Students behaviour can be

concluded by the teacher as he examines his choice of like and dislike item. Malcoin

(1997) describe Anecdotal records as motivation techniques encouraging creativity.

Inyang-Abia et a1 (1994) identified other EE instrustion methods that could be

integrated as:

Role-playing: made up of a spontaneously organized activity game in which

participants pretend to be what he is not. The participants just assume roles

which they are inspired to act on the spot to show specific behaviors or

situations which are later discussed by the whole class (eg the daily routine of a

rural woman as she interacts with the environment, looking after the home, then

moving to, and working in the farm, collecting and carrying home fire wocd and

going to the stream to fetch water).

Simulation: To simulate means to feign, assume false appearance, pretend or

mince as a method of initiating the real-life situation, processes or behaviours.

The participants can simulate community mobilization, for the purpose of

tackling a local environmental problem such as checking erosion, clearing

derbies from the stream, and indiscriminate felling of trees.

Monologues and Dialogues: These are short speeches made by a person or

two, respectively. They'&Wd 'We rehearsed spontaneously or impromptu, verbal

or written. The related topics can be "how to prevent erosion in the school

compound or "laws and regulation relevant to environmental protection and

resources conservation. , I - .-

Problem-soking Methods: It is a learner-centered process of combining

already acquired knowledge and skills to get to the root of a problem The three

relevant techniques of this method are:- questioning, quizzes or short tests on

specific areas, and thought provoking questions.

Project Method: It is an integrated instructional process whereby a learner or a

group of learners performs a unit of integrated activity on a topic based on

clearly defined proposals under minimum guidance by the teacher. For instance

a topic such as bush burning can be investigated using the projest method.

EE Objectives

The learner should be able to:

State how climate affects mode of dressing.

State various ways by which people's roles have changed in the environment.

Identie the factors responsible for the changing role of people in the environment.

Describe ways by which human beings intervene in the water cycle.

List causes of water pollution in the family.

Integrating EE instructional Materials

EE Instructional Methods

Discussion, lecture, brainstonning.

Lecture and discussion method.

Problem-solving, brainstorming, and lecture method.

Demonstration, project method.

Lecture method, discussion.

The EE instructional materials that could be employed for teaching in Home

management in the senior secondary school as identified by NERDCJUNElP (1996) are

shown below:

EE Objectives

The learner should be able to:

State how c 1 i m a t e ' ~ ~ ~ e ~ t " ~ o d e bF dressing.

State various ways by which peoples roles have changed in the environment.

1 1 - .* Tdentify the factors responsible for the changing role of people in the environment.

Describe ways by which human beings intervene in the water cycle..

List causes of water pollution in the family.

EE Instructional Materials

Pieces of different types of clothing material.

Charts, films and pictures of industrial activities.

Charts, film and pictures.

Newspaper and magazine.

Sites of polluted water, pictures and posters showing actions that cause pollution and victims of water hazard.

70

According NERDCIUNEP 1996, the above mention instructional materials can be

employed to achieve the stated objective in secondary school Home Economics.

NERDC and UNESCO (1992) identified seven teaching materials that could be

employed in teaching EE. these include.

(i) Pupil texts

(ii) Thematic models

(iii) Handbooks

(iv) Teacher's guide

(v) Methodological guides or instructional guides

(vi) Charts

(vii) Games and simulation

NERDC and UNESCO (1992) noted at the tertiary level, pupil texts is more

appropriate. Again, Connor (1990), Inyang-Abia et al. (1994) and Munn & Drever,

(1990) identified other EE instructional materials such as:

Bulletin Boards: This is where information or material can be posted to

inform, excite guide or motivate students.

Checklist: They are useful as a memory tool or in encouraging creativity. They

can also be used directly as assessment or as a review tool in preparing for

assessment

Field Trips: It is any activity that occurs outside the classroom for the purpose

of providing hands on experience with objects or people that only occur in ,' $ 6 , . .$. .t. , . I * '

certain places.

Films: These are motion pictures, that can be used to enhance learning.

Audio Tapes: These are educational audiotapes used to teaching:

environmental concepts, e.g, tape-recorder etc.

Audio-visual: Include many categories of educational materials including:

posters, painting, slides, videos, films, audiotapes and videotapes. They

emphasized that for field trip to be meaningful, there is need to develop an

environmental audit manual to set of questions on the quality of the environment

being visited.

Also, Guru (1987) in integrating EE into Industrial Technical and Teacher Training,

identified the following teaching materials as appropriate. These include textbook,

charts, project work, real object, film stripes etc. Again, UNESCO and UNEP (1990)

emphasized that the following instructional materials can be employed in teaching EE

in Vocational Agriculture Curriculum. These are: samples or real objects e.g. soil

sample, field trip, pictures, newspaper, text book, teachers industrial materials, student

hand book, television programmes, etc. They also observed that choice of material will

depend on topic of EE topic in agricultural sciences.

Integration of EE Through Evaluation Activities or Guidelines

Hence, to access integration of EE, evaluation activities such as thought

provoking questions for example oral question and test should be developed in such a

way that the intention of a given theme will not be jeopardized. Such Evaluation as

suggested by NERDC & UNESCO (1992) should follow curriculum components such

as objectives, instructional materials and learning outcomes. This shows that evaluation

should have relevance to EE objectives, relevance and adequacy of contents

methodology and teacher perception.

UNESCO, (1992) suggested the following EE evaluation techniques for

integration into colleges of education. These are:

(1) Testing (2) direct observation of environmental data (3) accumulation of

environmental date (4) self responses (5) prospects on EE topics (6) Attitudinal scale,

(7) keeping of anecdotal record (8) assignment (9) continuous assessment, (10) seminar

(1 1) project work (12) conference. Guru (1987) suggested that the following EE

evaluation techniques could be integrated into industrial techniques. These include; ' 4 " . 5 '

objective type question, term papers, reports, personal observation, seminar, conference

paper, project works, short answers, case studies and opionionnaire. NERDC (1998),

split evaluation activities into two essay-type questions. (1) Restricted-response (2)

Extended-response. In a restricted response essay item the student is restricted or 0 . _ L

limited in the nature or amount of information he should provide, but in extended

response you are free to give as many information as you can. Noibi (1990) reminded

that objective tests and essay type questions are very effective evaluative techniques

that could be used in teaching and learning according to him, in objective test, possible

answers to the questions are incorporated with the question and the pupil is required to

select the correct answer. In the essay, the pupil is required to supply the answer.

However NERQC and UNEP (1996,1998), c~xrriculum guideline for EE in senior and

junior secondary school mostly used objective and essay type questions. However, in

measuring objectives test in effective domain, it can be categorized into five groups.

(1) Direct Observation (2) Anecdotal record (3) Students' self report

(questionnaire and inventories) (4) Interview ( 5 ) Peer-rating. Okoro (1994) reminded

that teachers can use objective test to identify the changes that are taking place in the

students. He explains them as follows:

(1) Direct Observation: Here the teacher observes students in both formal and

informal occasions and records his observation using checklist and rating scales.

NERDC (1998) stated that student performance objectives such as plant shade, trees or

seeding around the school or home premises can be assessed by using observation

techniques in which rating scale is applied on score rating on the tree planting exercise.

(2) Anecdotal Record: It is defined as a recording process involving student from

which their behaviour patterns can be inferred. Such records if kept for a number of

years provides a valuable picture of the behavioural changes that are taking place in

students. Anecdoted records include a short and accurate description of what happened

its significance as far as the student is concerned and recommendations on how the

students could be helped. A child that is dull in the class but intelligent can be helped by

the teacher to develop self-confidence, if proper record of his behaviour is recorded in

teacher's anecdotal records. Malcolm (1999) defined it as a motivation technique to , A " . , , 1

encourage creativity in stiiaents. (Xru in support of the above report added that

Anecdotes can be employed to assess EE in industrial technical by use of continuous

assessment.

(3) Student self-report Inventories: Consists of a typed or printed set of question to 11 - .-

which students are required to respond. The questions might be in the form of multiple

choice items, true-false items, completion items, checkiist or rating scales. In filling out

the inventory, the student provides information about himself and his likes and dislikes,

on the basis of which conclusions can be made by the teacher. For instance the students

self report questionnaire inventory can be in the following form:

Studect self report questionnaire inventory

Name of student: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Class: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(I) Which of the following subjects do you like best (tick only one):

(i) Mathematics [ 1 (ii) English language [ 1 (iii) Environmental education [ ]

(2) How would you describe your interest in Environment Education (circle one of

the number) 1-8: 8,7,6,5,4,3,2, I or very high, high low very low. Other evaluation

activities recommended by Okoro, (1994) are interview and peer rating.

{4) Interview: Interviews are sometimes adopted in place of students self-report

questionnaire and inventories. Its advantage over the student self-report questionnaire is

that the teacher has the opportunity to observe the student while he is responding to a

question and might ask a fellow-up question if the answer given by the student is

inadequate or inconclusive. For instance information can be elicited from students on

their feeling of the effect of environmental hazard in the nation Guru (1987) recorded

that interview is used to test the students understanding of Environmental Education

components, their importance and their application to environmental subjects.

(5) Peer Rating: This can be employed to supplement the rating of students carried out

by the teacher. Peer rating is rating of a student to his fellow student based on direct

observation of certain trails on the student. The result of such ratings should not be

disclosed to the student rated since poor ratings could demoralize the student. The

effective domain can be clas,sl,i&xJ i,g$p attitudes, interests, values and appreciation based

on the different type of affective behaviour. Finally, test for achieving objectives in

psycho-motor skills are best assessed through practicals. Vocational courses included

for award of senior secondary school certificate are intended to equip students with

useful skills and improve their employabili&es.

NERDC and LJNEP (1998) recorded that performance objectives such as: (1).

List and describe the process involved in mining and conversion of rocks minerals.

(2) Differences between rocks and minerals can be assessed by doing practical test on

identification of rocks and minerals using practical as evaluation guideline. Other

Environmental Education evaluation techniques identified by (Guru, 1987) are as

follows: (1) Short answer is for testing the perception and evaluation skills in

environmental processes and techniques. (2) Case Studies: This may be prepared during

field training to report on the successhl performance of the industry, in controlling

pollution and mechanism adopted to achieve the same. (3) Opinionnarie This is to elicit

from the teacher and industrial personnel the extent to which the students have acquired

attitudes, value and competencies in environmental areas, (4) Seminar and project

works.

NERDC and UNESCO (1992) suggested the following evaluation techniques

for assessing EE in colleges of education. These are.

Testing.

Directing observation of environmental actions.

of environmental data

Self responses.

Projects on EE topics.

Attitudinal scale.

Keep of anecdotal records.

Assignment

Continuous assessment.

Workshop

Seminars

Conferences

Evaluation activity for assessing integration of EE in Home Econowjcs in senior

secondary schools: , . . ,

The student should be able to:

I 1. State how climate affects mode of dressing ,I -

2. State various ways by which peoples roles have changed in the environment.

3. List and describe the process involved in mining and conversion of rocks and minerals as related to powder making i -- --

EE Evaluation Activities

Multiple choice questions on causes of -climatic changes.

Objective questions to understanding of changes of people's role in the environment.

Practical identification of rocks and minerals.

Source NERDCLJNEP (1996)

Again, Guru (1987), enlisted six &miding principles of evaluation in respect to

Environmental Education components. These are.

Evaluation should be conducted in accordance with the types of behaviour and

competencies as identified in the curriculum.

Different types of evaluation instruments and tools such as objective types, short

answers and essay type questions, rating scales, case studies, interviews and

opinionmire will be used appropriate to the behaviour that is tested.

Student evaluation should include both formative and summative so that their

performance is continuously monitored.

Criterion reference testing will became significant with regards to EE

Components when student achievements are specified in terms of clearly

defined mastery level, which is critical for one success of E~vironmental

Education.

In the course of evaluation, the success of the course should be judged not only

on the basis of industrial skills gained by the students but also on taking into

account the environmental related competencies developed by the students.

Relationship Between Environmental Education (EE) and Home Economics

Home Economics is concerned with using and managing human and material

resources for the benefit of individuals, families and society (Nwankwo, 2003). All

issues that concern the family, including the environment, have implications for Home .' ,,...kt. .t. ?.* d* .

Economics (Anyakoha, 2001). The effectiveness of people and the likelihood of

fblfilment of life is to a large extent governed by ability to manage and achieve a quality

life style (Ngendahayo, 1993). Home Economics aims to foster an awareness of that

inter-relationship and to provide pupils with knowledge, skills and appreciation of value , I - ..

systems which will assist them to make appropriate decisions about their own every day

living (Anyakoha, 1994). Nwankwo (2003) observed that survival of individuals

depends on the environment in terms of air we breathe, the water we drink, and the food

we eat and the resources we use. She also emphasized that quality of the environment

will have effect on the quality of life. However, Home Economist needs EE in order to

appreciate the environment, manage and preserve it. This is because EE aims at

promoting quality of life of individuals, a concern it shares with Home Economics

(Anyakoha, 2001) It is committed to the principles of environmental observation in

order to help improve the quality of life of individuals through effective management of

resources. Ngendalayo (1993) also noted that the quality of human life cannot be

separated from the quality of the environment. It follows that there is a close

relationship between Home Economics and Environmental Education. Various reports

have pointed to this relationship. For instance, Nwankwo (2003) noted that all aspects

of environwental problems could be addressed by Home Economics since the course

deals with the quality of life of individuals. She observes also that students of Home

Economics should be aware of environmental problems in terms of personal

consumerism and environmental consequences. In the foods and nutrition classes, they

should let students know the consequences of packaged convenience foods, wastage of

food in the kitchen accruing from cooking more than can be consumed and knowing

what to do with the left overs except throwing them away to the detriment of

environmental cleanliness. Teachers are to guard against inadequate instructions and

demonstrations which lead to failure and wastage of resources. This also includes

wastage of materials in clothing classes when cutting out a garment.

Anyakoha (1994) also observed that EE should enable Home Economics

graduates manage the vast variety of environmental problems which they are likely to

encounter in the course of their involvement in various forms of development and

production processes. She hrther identified various Home Economics related

occupations which are prone to different environmental hazards, including the use of

different types of hel, waste generation and disposal, environmental degradation and .' *, . "1. 1,. ? * + a '

pollution.

Paolisso (1995) also noted that family health is not compromised by unsanitary

conditions. She stated that in urban and semi-urban areas, the ability to provide a clean

and hygienic household and c,omuUnity is more difficult due to increased

environmental contamination, air pollution, toxic and all these have implications for

Home Economics. In addition, Buboltz (1991) noted that Home Economics or human

ecology has an underlying base value, which is survival. This includes the survival of

humans as well as other living species, and the maintenance and the sustenance of the

non-living environment to support human life. Other hndamental values are the

improvement of the well-being of humans and enhancement of the environment. From

an ecological perspective, the quality of life of humans and the quality of the

environment are inter-dependent. The well-being of individuals cannot be considered

separately from the well-being of the whole ecosystem. The household environment

consists of the totality of the physical, biological, social, economic, political, aesthetic

and structural surroundings of human beings and the context of their development

(Federal Agriculture Organization (FAO), 1993). FA0 has recommended expanded

farm-household systems, the farming systems development model.

Since Environmental Education has some relationship to Home Economics and

is relevant to the field, it follows that Home Economics curriculum at various levels of

education should incorporate some relevant Environmental Education element.

Presently efforts are on by NERDC to integrate Environmental Education into Home

Economics at the primary, Junior and Senior secondary schools Home Economics

curriculum. However, at the NCE level, no such effort is on. The absence of

Environmental Education in the NCE Home Economics curriculum is evident from the

objectives of the curriculum, which include (NCCE, 2002):

Train Home Economics teachers with a sound basis for professional growth and

personal development in Home Economics education.

4 Exhibit thorough knowledge of job skills and career opportunities in Home

Economics.

Demonstrate positive human relationship and ability to work with people.

4 Prepare teachers to qualify them for a hll time two (2) years post B. Ed degree

programme in Home Economics in Nigerian universities and abroad.

The NCE Home Economics indicates the absence of environmental issues which should ,' ,, . <!. .*. % , >4+ ' ~

expose the students to relevant Environmental Education. It thus becomes necessary to

evolve ways of integrating Environmental Education into the NCE Home Economics

curriculum. This is the gap which this study intends to fill up.

0 _ .*

Related Studies

Esiobu (1998) designed a study on strategies for enhancing the environmental

awareness of homemakers in Enugu State. The study specifically determines: ( I ) The

extent to which home-makers in Enugu state are aware of their environment (2) The

environmental education needs of the home-maker (3) Strategies for extending

environmental education to the women. A sample of 160 homemakers was randomly

selected from Nsukka and Enugu Urban areas and the instrument for data collection was

questionnaire. Data was analyzed using frequencies distribution mean, standard

deviation and chi-square. Esiobu's (1998) major findings include among others:

identification of nineteen (19) important Environmental Education concepts needed by

homemakers and identification and revelation of nineteen (19) delivery systems

extended to them The essence of Esibo's study was to create EE awareness among

homemakers and to identifl the delivery system through which it can be extended to

them This strldy if properly implemented can help to educate women who are closely

linked with environment. It is believed that training a woman means training a nation,

so women, with acquisition of such knowledge will no longer abuse the environment on

their daily but will appreciate and preserve the natural resources. Their being close to

their children can educate them to appreciate and enhance proper management of the

environment. However, this type of education is informal and so will not effectively

help to achieve the goal of EE. To enhance teaching and learning, EE should be

integrated into the cumculum of formal school setting.

Anyakoha (1994) designed a study aimed at incorporation of Environmental

Education into vocational and technical education. The study discm4ssed the following

points.

(1) The need for EE in vocational and technical education.

(2) Objectives of environmental education in vocational and technical

education.

(3) Possible ways of incorporatin2 EE into vocational and technical education

Based on her study, she concluded that VTE students require sound EE knowledge for , ,, . w $ . 5%' 3 . I ?

efficient and wider environmental appreciation. She also noted that such would ensure

that environment is not abused, resources are properly managed and health of workers

protected. To ensure this, the following recommendations are hereby made (1) Teacher

-training cumcula for VTE at variws levels should be reviewed. (2) Programmes for

in-service training of existing teaching staff should be developed to ensure rapid

adaptation of their current teaching processes to new or previously neglected EE

requirements (3) Students should be given adequate opportunities to acquire

appropriate EE during their work experiences by their trainers. (4) Vocational and

technical edrxators should research on the specific knowledge, attitudes and skills that

should be incorporated into the various VTE programmes at various levels of education.

Such studies should also determine specific modalities, for incorporating EE into the

various VTE programmes. (5) The incorporation of EE into VTE programmes should

be approached through various ways as a core VTE course, a course within each VTE

programme, as well as thesislprojects for both undergraduates and postgraduate students

of VTE There is a relationship between Anyakoha's (1994) study and the present study

Anyakoha's study built a foundation for this present study because this study comes as a

result of her recommendation that teacher-training curriculum for VTE at various levels

should be reviewed. Vocational and technical educators should research on specific

knowledge, attitudes that should be incorporated into various VTE programmes at

various lelrels of education. The study builds on it by evolving relevant EE that could

be integrated into NCE Home Economics curriculum using Tyler's (1994) model. The

difference is that she suggested that EE should be for all VTE courses not just for Home

Economics education. Again she also, recommended some strategies for incorporation

such as making EE a core course in the Department of WE, through project and thesis

given to the students but she did not discuss the modalities as shown by the present

study. The present study emphasized on integrating EE into Vocational Teacher

Education as a separate course or as an integral part of total vocational and technical

learning process, e.g. it can be integrated into all courses in Home Economics, Home

Management, Food and Nutrition, Clothing and Textile and specifically directed it to

Home Economics programme. EE being an integral part of all the courses of Home

Economics courses will make achievement of EE objective more effective. Again, the

learner having gone through the programmes of Home Economics will become

authority in EE and will.age,. ths inter-relationship of EE to all courses in Home

Economics.

Igbo (2000) designed a survey in addressing environmental sustainability

through Home Economics in Nigeria. The purpose of the study was to identifL

environmental topics which could b& incorporated in university Home Economics

curriculum, to validate the topic identified and to identi@ methods which Home

Economics in extension, could use to impart these issues to rural dwellers. The survey

research design was utilized to collect data from home economics in universities and

women commissions in southeastern states of Nigeria, 101 environmental topics were

identified from clusters of environmental areas. Also 24 approaches from 3 clusters of

methods were identified for imparting environmental issues to rural dwellers. Based on

these, some recommendations which include the following among others were made.

(1) Environmental topics and methods identified should be included in tertiary

Home Economics

(2) Tertiary Home Economics cumculum should be re-oriented to become

environment friendly.

In Igbo's (2000) study, she tried to identifjr some EE topics and methods of

including them into university Home Economics cumculum. The studies as related to

EE topics were listed out but no blue prints were given on how it could be effectively

done to effect teaching and learning. Reviewing Igbo's (2000) study, the method given

seems to be more of informal methods. Such methods mention in the study included:

person to person interaction by the extensionist, group contact and mass content

method. However to achieve the EE objectives in the nation, it must be through formal

education. The present study therefore advocate introduction of EE through formal

education and give modalities on how it should be integrated into NCE level not

university level, these will enhance teaching and learning. Again, her suggestion that

integration will be at University might not be efficient because NCE graduate will have

more opportunity to teach in the primary and secondary school level so information on

EE at this stage will make the children to have basic knowledge of EE from the grass

root. Also achievement of EE will be more possible in a middle manpower than in

higher manpower, and Colleges of Education produce middle manpower people

(UNESCO/UNEP, 1986).

Nwankwo (2003) conducted a study to determine the relationship between .. , , , , . * q . .t' , ~ ,* Home Economics (HE) and Environmental Education (EE) with regards to quality of

life of individuals. What Home Economics, Environmental education, and quality of life

stand for were explored. The study was conducted in Port Harcourt, Rivers State.

Sample was made up of 97 NCE gome Economics teachers selected using the cluster

sampling method. The research instrument used was questionnaire, and data collected

were analyzed using the mean. Findings showed that HE and EE focus on quality of

life. Majority of the Home Economics teachers are aware of the relationship with

regards to some areas of Home Economics (Home Management, Clothing & Textiles,

Food and Nutrition, Child Development, Family and Horticulture). Activities that affect

the physical environment and ways Home Economics teachers can help protect the

environme~t were determined. Home Economics is a supportive partner of EE and

teachers of Home Economics can incorporate environmental concerns into all areas of

Home Economics. She recommended that Home Economics should positively integrate

EE in all areas of Home Economics. In her conclusions she noted that EE can be

integrated into content of Home Economics courses such as food and nutrition, clothing

and Textile, home fimishing and management consumer Education, child and family.

The relationship between Nwankwo's (2003) study and the present study was

that both agreed that Home Economics is related to EE, therefore Home Economics

should be a supportive partner of EE . Again both agreed that NCE Home Economics

teachers can help protect the environment and can integrate environmental concerns

into all areas of Home Economics .The same area of study i.e. colleges of education was

choosen for both studies. Again, Nwankwo's study formed a base to this present study

because it gives a clear view that NCE Home Economics teachers are aware of

relationship between EE and Home Economics. It also showed their responsibilities

towards the environment. The present study was based on Nwankwo's recommendation

that EE can be integrated into various courses of Home Economics programmes in

colleges of Education. Hence, the present study therefore determine to investigate the

specific EE objectives that could be integrated into NCE Home Economics curriculum

to ensure proper equipment of NCE Home Economics graduates. This will enable them

achieve EE in primary, junior and senior secondary schools, hence improving the

quality of life of individual, families and society. From Nwankwo's study, the

researcher can infer that Home Economics lecturers in Colleges of Education are aware

of relationship between EE and Home Economics as a course. And they agreed that EE ,. ,, . . " f . .*. , . ,a .

can be an integral part of Home Economics courses. This means that NCE Home

Economics is appropriate vehicle for dissemination of EE programmes.

Anyakoha and Igboeli (1993) conducted a study on Household solid waste

disposal pfactices of women in two ,JVige$a urban towns. The study was designed to:

1 . Determine the extent to which women (home-makers) in two urban towns of

Enugu state are aware of the importance of the environment.

2. Determine the practices which the women adopted in the disposal of their

Household solid waste (HSW).

3. Determine the problems which the women encounter in the disposal of their

HSW.

4. Seek possible strategies fix enhancing HSW disposal practices of the women.

5 . Determine the EE needs of the women.

6. Determine the way through which EE can be effectively extended to the women.

7 Organize a pilot workshop for the women on effective HSW disposal based on

the identified EE needs

The study was carried out in Enugu State. The population was made up of home-

makers and government environmental sanitation agents. Questionnaire was the

instrunent used for the study. Data analysis techniques included frequencies,

percentages, means and ANOVA.

Appropriate indicators were used to measure the women's awareness of the

importance of their environment and of HSW in relation to the environment. Their

HSW disposal practices were investigated by inquiring into, since practices and related

activities involved in waste disposal. Appropriate indicators were also used to identify

the problems which the women encounter in HSW disposal and the strategies which

could enhance the women's HSW disposal practices. Their EE needs and appropriate

delivery systems for extending the EE to the women were verified through panel

discussion.

The findings of the study revealed that the women are aware of the importance

of their environment, especially with references to their health, aesthetics, security of

life and property as well as human development. They are also aware of the

factors/object that can affect their immediate environment. They are equally aware of

their roles in the maintenance of their environment and the importance of HSW with its

management in relation to the,,en+pwent. , The study also revealed that education was

a significant factor in the women's awareness level while incomes did not significantly

affect their awareness. The findings also revealed various practices which the women

adopt in their HSW disposal and series of problems whish the women encounter as well

as various strategies that could enhance &e women's HSW disposal practices. In

addition nine EE concepts with regards to HSW disposal and six delivery systems

through which the women can acquire the concepts were identified

They finally suggested that problem of disposal of household waste has beaten

the government of Nigeria. Heaps of waste stay for years without being removed. In

the final analysis, it is not the people in government only that suffer the consequences

but every body even those living beyond our boundaries. This shows that solution to

this problem should be a joint responsibility by individuals and the government.

The relationship between this study and the present study is that it focuses on

environmental problems and need for Environmental Education for the women. The

study is creating awareness of environmental problem and need for EE is building a

foundation for this present study. The difference is that the study delivery system is

more of informal system.

Guru (1987) in the sub regional training seminar for Asia, wrote on

incorporation of Environmental Education into curriculum and teacher training for

industrial schools. The study aimed at recommending specific strategies for

incorporating Environmental Education into curricula and teacher training for industrial

education. The following sub topics were discussed

(1) Environmental Education and technical vocational education.

(2) Role of industrial education in environmental change.

(3) The need and place of EE in industrial education.

(3) EssentiaI environmenta1 knowledge and Environmental Education methodoIogies for

curriculuin development and teacher training for industrial schools.

He made the following recommendations (1) appropriate activities should be

initiated to support and supplement those activities undertaken by the international

agencies. (2) Documents and monographs may have to be produced to provide

guidelines in the local context to assist personnel working in this area. According to

him, incorporation of Environmental Education into industrial education currimla could

solve technological probl'etii~b'a&dtSAated' with environment and instructural materials

also can provide information for implementation of environmental education. Guru's

study was on industrial technical education but the present study is on Home

Economics. The relationship between them is that both industrial technical education I1 - .e

and Home Economics education belong to vocational teacher education and can

therefore share the same view. Both suggest inclusion of EE into the curriculum.

However, the present study is specifically on achievement of specific EE objectives into

NCE Home Economics Curriculum

Eguabor (1996), surveyed research on students understanding of mvironmental

issues and problem - implications for the teacher. The study investigated the level of

awareness of environmental issues and problems by secondary school students. The aim

was to find out what the students know about the contents of Environmental Education

that could be of help to teachers in their efforts to improve the teaching of

Environmental Education topic and concepts 258 secondary school students in Abuja

were studied and the result seemed to indicate that the students knew very little about

environmental issues and problems. Suggestions however were given on how teachers

could help improve on student's awareness and understanding of environmental

education concepts. His study revealed that secondary school students seem to know

very little about environmental issues and problems and so teachers have a major role in

educating students about these issues and problems. He observed that EE was not one of

the secondary school subjects and cannot be taken in SSCE (senior secondary certificate

of education). He emphasized on teachers creating awareness of EE through enlisting

EE concepts and topics that abound in biology, agricultural science, chemistry,

integrated science etc. Also EE awareness can be taught to the student through

excursion organized by the school competition arts. The present study try to facilitate

Eguabor;~ study by suggesting integration of EE into NCE curriculum. This is to enable

the teachers to be properly equipped so as to meet up with the nation's expectation. This

study stirs up the need for this present study. Therefore to achieve Eguabor's (1996)

objective this present study chooses NCE levels as a medium, which will help to equip

the teachers with EE knowledge. Hence from Eguabor7s (1996) study, it shows that

secondary school students were not yet aware of EE programme. It shows that EE

curriculum guidelines prepared by NERDCllPNEP ( 1 9961 1998) for both junior and

senior secondary schools is not functional. This is due to lack of teachers with proper .' , , . , . \ I . ,:' , * I *

knowledge of Environmental Education who can handle EE in the secondary schools.

This, stir up the need of this present study to prepare teachers who can handle EE ion

primary and secondary school levels. The present study chooses colleges of education

because they are responsible to produck teachers who can teach in such levels of

education Also, UNESCO and CrNEP (1986) noted that EE can be achieved with

middle manpower.

Adara (1997) surveyed on identifling Environmental Education elements in the

Nigerian schools in Agriculture Curriculum. The study focused on the problem of

establishing the inherent and potential education (PE) in schools curricula. He utilized a

structured 70-item matrix developed by the Shroopshire Country council, U.K (SCC).

The national schools agriculture curriculums for primary, junior secondary (JS) and

senior secondary schools were evaluated content-wise. The procedure adopted involved

the researcher in discussion sessions with school subject's specialist to critically

appraise the curricuIum against the matrix items. The study revealed a general treatment

of ecological foundations and human environment and development themes of EE by

the three curricula, with only the SS curriculum reflecting a balanced provision for all

the three EE themes that constitute environmental literacy elements. While the primary

curriculum provides skills development in EE across the six years of schooling, the pre-

vocational JS curriculum reflected a delivering emphasis on skills development, thereby

showing where EE was actually taking place in the curriculum as well as the areas oi

gaps for EE enrichment. The study recommended that the subject teachers should adopt

appropriate approaches in reflecting environmental literacy and skills development

during classroom instruction. His study was basically on identifying EE elements in

agriculture curriculum but the present study was on inclusion of EE into NCE Home

Economics. Adara (1997) discussed on inclusion of EE into primary, junior and senior

secondary school, this form the foundation for the present study In Adara's (1997)

study (1997) an analytical comparison was carried out between the stated performance

objectives, content, activity and teaching materials and the statements of purpose for

identifLing EE elements, but the present study show a blue print on how EE could be

integrated into NCE cumculum. For instance, possible EE objectives were identified,

along with learning experiences, instructional method, instructional materials and

evaluation activities. The relationship between both study is in identifying the possible

EE elements that can be included into school system. .' ,, . . w t . .*' 3 ' '+

Finally, the current study also bridged the gap observed in some of the studies

examined. For example, Esiobu (1998), Anyakoha (1994), Igbo (2000) and Nwankwo

(2003) did not indicate the modalities for integration such as EE objectives, learning

experiences, instructional methods, instructional materials and evaluation activities but

this was well represented in the present study. The present study modalities will lead in

planning EE curriculum for NCE Home Economics.

Summary of Literature Review

Home Economics as a broad based field of study and as an aspect of vocational

education is expected to give training and impact the necessary skills to individuals not

only for teaching position, but also to equip them with knowledge, skills, ability and

value that will make them to be committed and fblly participated protection of the

environment. This is because the survival of individuals depends on the environment in

terms of air, water, food and other resources we use. Certainly, the quality of the

environment will have effect on the quality of life of individuals and that is a concern to

Home Economics. The literature review, revealed several advantages of Environmental

Education, notably, its positive roles and sustaining life of individual, families and

societies. It was noted that failure rate of these resulted in environmental degradation

and problems. These problems include ozone layer depletion, flooding, inadequate

waste management of the environment, desertification, etc. These problems give rise to

environmental degradation, which devastates families, rendering family members

homeless There is therefore an urgent need for proper management of the

environment, which in turn, calls for appropriate environmental education for

individuals and families, so as to equip them for proper management of the

environment. Integration of Environmental Education in the curricula of NCE Home

Economics was thus strongly recommended.

Some cumculum theories were reviewed and it was shown that no one theory is

able to solve all curriculum problems due to the complex nature of the curriculum itself.

However, out of all the theories reviewed, this study adapted the Tyler's (1975) model

because apart from being referred to as the bases upon which subsequent curriculum

theories were formulated. It is simple, and seems to be the most persistently used

model with reference to curriculum theory. From cumculum approaches reviewed,

integrated approaches was adopted because it will make relevant EE concepts to be ,',, . w q . .-. 3 * ,?

integrated into Home Economics. Furthermore, the review of empirical studies related

to this study revealed that the works done in the area of environmental education have

been either to create awareness of Environmental Education or to identify the need of

Environmental Education. However, ta hilitate the acquisition of the environmental

knowledge, skills, and attitudes, there is need for a set of well articulated specific Home

Economics relevant EE objectives, in addition, learning experiences that will help in the

attainment of the EE objectives need to be planned. The appropriate delivery system

which comprises of instructional methods and instructional materials that could be

employed in teaching the specific Home Economics relevant EE objectives is needed

and evaluation activities for assessing the attainment of the specific Home Economics

relevant EE objectives need to be determined. That is the gap filled by this study.

CHAPTER THREE

RESEARCH METHODOLOGY

This chapter deals with the procedures used in carrying out the study. It covers

the design of the study, areas of the study, population of the study, instrument for data

collection, validation of the instrument, reliability of the instrument, collection and data

analysis techniques.

Design of the Study

'The study utilized survey research design. Survey research is finding opinion of

people in a given area about an issue or event that is of interest to the population of the

area. Obioma, Ezeji, Amajirionwu, Umedum and M~bodile (1987) stated that, it

provides information on facts, opinions and attitudes of persons toward an educational

event, problem or object. It involves large and small population, where samples are

selected md studied in order to discover relative incidence, distribution and inter-

relations of sociological and psychological variables (Kerlinger, 1973). Survey differs

from other types of research because it studies the relations among variables rather than

just provide information on the status quo.

Area of the Study

The area was made up of two zones, South-East and South-South geo political

zones of Nigeria. The study area is made up of eleven states which are: Anambra, Abia, *,,,.,. "q. 0 . , b . . % P ' .

Cross-River, Delta, Edo, Enugu, Imo, River State, Bayelsa, Akwa lbom and Ebonyi

states. There are 17 colleges of education in the area of the study; however, only 13

colleges of education offer Home Economics (See Appendix A)

, I .I

Population of the Study

The target population was made up of three groups:

(i) NCE Home Ecorzomics Lecturers: These include all NCE Home Economics

Lecturers from both Federal and State Colleges of Education presently teaching within

the area of the study. These lecturers have a minimum qualification of B.Ed and B.Sc

in Home Economics, though the majority has M.Ed./M.Sc. as indicated in Appendix C.

There are total of 13 Colleges of Education that offer Home Economics with 38

Lecturers teaching in the Federal Colleges of Education while 40 Lecturers were

teaching in the State Colleges of Education making it a total of 98 Lecturers These

lecturers were used because; teachers are implementers of the curriculum

(ii). The Environmental Education Specialists. The EE specialists were obtained

from a list of participants in EE curriculum workshops for Nigeria Education Research

and Development Council (NERDC) (NERDC and UNEP, 1996, 1998). The EE

specialists have qualifications ranging from Ph.D to B. Sc as indicated in Appendix D.

A total of 35 EE specialists were used.

(iii) The .final year NCE Home Economics stzrdcnts The 2002/2003 final year

students were used because they have gone through the NCE Home Economics

programme and were in position to give usehl information. Also as the recipients of

these materials, their involvement will offer them the opportunity to contribute to

curriculum goals, content, learning experience, etc. A total of 504 final year NCE

Home Economics from both Federal and State Colleges of Education were used for the

study

The population was therefore made up of 637 subjects: 98 NCE Home

Economics lecturers, 35 Environmental Education specialists and 504 final year NCE

Home Economics students. The size of the population was considered small, therefore,

the entire population was involved in the study. According to Olaitm and Nwoke

(1988), members of the society may hold views or possess characteristics that differ

significmtly one from another, ideally, therefore, the entire population should be

studied in order to obtain a representative picture the overall characteristics of the

population being studied. -. , A * * . w q - ,,' , ..,,

The Sample

The sample comprised of the entire population.

Instrument for Data Collcctiod

The instrument for data collection was a structured questionnaire. The

questionnaire covered items on specific Home Economics relevant EE objectives,

learnins experiences, instructional methods, instructional materials and evaluation

activities, identified after thorough review of literature based on the specific purpose of

the study. The instrument consists of 98 items. Each item had a five-point scale of 5, 4,

3, 2 and I, representing strongly agree, agree, undecided, disagree and strongly disagree

respectively. The instrument was divided into six sections (1 - 5) as follows:

Section 1 : Specific Home Economics relevant EE Objective

Section 2 Learning experiences

Section 3 : Instructional Methods

Section 4: lnstntctional materials

Section 5: Evaluation Activities

The same questionnaire was used for all the respondents.

(7 Items)

(39 Items)

(1 9 Items)

(18 Items)

(15 Items)

Validation of the Instrument

'The instrument was subjected to f'ace validation. Face validation according to

Ohuche and Akeju (1977) is the appropriateness of a test as viewed by experts in a field

of study. To determine the face and content validity, five copies of the instrument were

given to five validators, namely: three Home Economics Lecturers and two EE

Lecturers from the University of Nigeria Nsukka. These experts were requested to

critically review the questionnaire items using purpose of the study and research

questions. Based on their contributions and criticisms; the instrument was modified

several times and finally used for the study,

Reliability of the instrument

To establish internal consistency of the instrument, 4 1 copies were administered , < ,, . 4 m T . -5' ,

to nine Home Economics lecturers and 33' final year Home Economics students of

Federal Technical College of Education, Abuja. This school is outside the area of the

study but has the same characteristics with other Colleges of Education used in the

study. The school uses the same NCCE minimum standard. The data were trial tested I ' . .I

and analyzed to determine the Cronbach7s Alpha coefficient. Reliability coefficient was

calculated for the five sections of the instrument put together and also for each section

as sho~m in table 2

Table 1:

Cronbach's Alpha (a) Reliability Co-efficient for items from the Trial-Tested Instrument

Sections

Specific Home Economics relevant EE objectives

Learning experiences.

Instructional methods.

instructional materials

Evaluation activities.

No of Items CoeMicient of Alpha

.72

The cumulative reliability coefficient for the instrument was obtained as .84

According to Munno and Page (1993), Cronbach Alpha coefficient is a measure of

internal consistency reliability. They also noted that it is an alternative way of looking

at the extent to which items go together. It was used because the items in the

instruments had multiple response modes.

Total

Method of Data Collection

A total of 637 copies of the questionnaire were administered by hand to the

98

respondents, as follows: 98 to Home Economics Lecturers, 35 to environmental

education specialists, and 504 to Home Economics NCE final year stude~ts, Four

trained research assistants ., ,, w.qrked, . . .$h the researcher in data collection. Out of 637

.84

copies of questionnaire distributed, 468 were returned. Only 450 copies of the

questionnaire were valid. The percentage rate of returned questionnaires was 73.4%.

The percentage rate for valid questionnaire was 70.6%.

( 1 .. Data Analysis Techniques

The following data analysis techniques were used. mean, standard deviation,

ANOVA and Scheffe's Test by means of Statistical Package for Social Sciences

(SPSS) version 10.0.

(i) Mean: This was used to answer research questions 1 to 5. A mean calculated

from items that fall within 3.50 and above was accepted, where the mean calculated

from items that fall below were rejected. The 3.50 boundary limits used is the lower

limit of rating point 5, which is accepted. The undecided rated 3 points is necessary

because it is a transitional stage from a situation of no opinion to one of some opinion.

Olaitan and Nwoke (1988) stated that there is a positive side, a negative side and a

neutral position to every question stated in the questionnaire. The neutral point 3.00

used did not affect the findings of the study.

Decision Rule

The boundary limits of numbers were drawn as shown in table 4 below to facilitate

decision making.

Boundary Limits of Numbers of the (Scale) Items

Response Option Rating Points Boundary Limit

Strongly Agree (SA) 5 4.50-5.00

Agree (A) 4 3.50-4.49

Undecided (UN) 3 2.50-3.49

Disagree (DA) 2 1 .SO-2.49

Strongly Disagree (SD) 1 1 .OO- 1.49

A mean calculated from items that falls within 3.50 and above was accepted, while the

mean calculated from items that fall below were rejected.

((ii) ANOVA: This was used to analyze the five null hypotheses formulated in this

study, at 0.05 level of significance. All computations were done using the Statistical .,,,.,. "t . .> ' ,..%* ' .

Package for Social Sciences (SPSS), version 10.0.

(iv) Scheffe's test: Pair wise mean comparison among the three groups of

respondents (NCE Home Economics Lecturers, Environmental Education specialist and

final year NCE Home Economics stydents) - . was camed out using Scheffe's Test (FS).

These was represented in the study using letters of alphabet (a, b, etc). These letters of

alphabets indicate mean that are different or equal. Mean with the same letters of

alphabet are not significantly dierent while mean with different letters of alphabet are

significantly different

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

This chapter deals with the presentation and the analysis of data. The data was

analyzed and presented according to the research questions and hypothesis in the table

that follows. The findings were also discussed

Research question 1

What are the specific Home Economics relevant Environmental Education

objectives that could be integrated into the NCE Home Economics Curriculum?

In order to answer this research question the subjects were required to respond

to seven possible specific Home Economics relevant EE objectives on a 5-point scale.

Also presented in the table are F-ratio computation for testing the Hol which states that

there is no significant difference among the Home Economics lecturers, Environmental

Education specialists and final year NCE Home Economics students on specific Home

Economics relevant EE objectives that could be integrated into the NCE Home


Table 2: Mean, Standard Deviation and F-ratio Responses of the subjects on specific Environmental Education objectives for integration into NCE Home Economics Curriculum.

Specific Home Remarks

1 Discuss components of 1 1 ~ e11vlvironma11

4.33 0.70 4.43 0.95 4.38 0.86 4.38 0.84 ,172 ,842

2 Explain factors that degrade the physical a~vironmenl and 4.3% 0.69 4.59,- 0.50 4.21ab 0.87 4.26 0.83 283 ,039

threaten the family

3 Prevent euv~ronmental degradation for fanuly 4 27 0.82 4 35 0 71 4.12 1.02 4 16 9 1.193 304 survival

4 Promote sutainabie enviromlental management in

4.38 0.80 4.57 0.73 4.49 0.76 4.47 0.76 ,741 .477

5 Preservation of natural resources by 4.29 0.85 4.22 0.67 4 29 0 99 4 29 0.95 ,063 .939 householrh

6 Evaluate mvironrnenlal manaacment practices 4.28 0.74 4.09 0.83 4.22 0.82 4.22 0.81 .491 .612 A NS

of households.

7 Appreciate propel managanent pract~ces 4.48 0.61 4.26 0.92 4.42 0.87 4.42 0.83 .592 ,554 A NS ,

of households.

- - - x , Mean responses of NIX x = Mean r~.vpon.ves of kk:S x 3 = Mean responses ofFYNS .ynl - StandardDevrotron ofHICL SD2 Standard Deviotron of EES .Yn3 - Stundard Dovrutron of FlWS Lkgrt~r cf l+iwdont: h ~ ~ c w ~ n grmipg = 449: within group - 446 - x G - Grandhfean; F-cal = calculatedF-Rutro; A = Agreement meon, S = SrgnrficantP = 0.5; NS = ?Jon-slgnrficantf Letters of alphabet (a,b.ab, arid co) show mcans that arc diffcrent or cqual. Mcms with the same letter of alphabets arc cqual while those wth diffcrwt lcttcrs arc not cqual

Table 2 revealed that seven (7) specific Home Economics relevant EE objectives

listed were accepted by the three group of the respondents, E L , EES and the NCE

students with grand mean score ranging from 4.16 - 4.47. This means that each of the

objective obtained mean score above 3.50. The standard deviation of each specific

Home Economics relevant EE objectives is less than 1.00. This implies that their

individual responses were not far from the mean. There is therefore no significant

difference among the three group of the respondents on 6 out of seven (7) specific

Home Economics relevant EE objectives. Hol was accepted for six items and rejected

for one. The pair wise comparison done using Scheffe7s test to show differences in

their mean separation, revealed that the mean of the response of EES as regards item 2

is significantly different from that of HEL, but not different from that of the FYNS , 4 " . . '

which was equal to that of HE1.

Research Question 2

What are the learning experiences that could be utilized to achieve the specific

Home Economics relevant ~nviron&entil"~ducation objectives in Home Economics

Curriculum?

In order to answer this research question and hypothesis the subjects were

requested to respond to learning experiences on a five-point scale. The summary of their

responses were presented in a cluster based on their specific Home Economics relevant

Environmental Education objectives as shown in tables 3 - 9. Also presented in the

table are F-ratio computations for testing the Ho2 which states that there is no

significant difference among the Home Economics Lecturers, Environmental Education

specialist and final year NCE Home Economics Lecturers on learning experiences that

could be utilized in achieving the specific Home Economics relevant EE objectives.

Table 3: Mean, Standard deviation and F-ratio responses of learning experience to be utilized in achieving specific Home Economics Relevant EE Objective I Learning Remarks -, experiences for - - - - achieving EE objective I:- X I X I SD2 ' 3 SD, ', SDG F d Sig % ~~d

N1=77 N2=23 Nf 350 (component of environment)

1 Discussing land lilhosphere, including mountains, hills valley, caves, 3.91b

plateaus etc. and how they relate to the fan~ily .

2 Identifying various water/hydrosphcre, 4.09 such :is rivers, seas, oceans.

3 Discussing importance of air to 4.44 life.

4 Identifying living, things (animals and 4.40 plants)

5 Discussing the negative and psi l ive roles of micro- 4.55 organis~ns in fainily living.

0 Discussing Inail- made features; roads, buildings, dams and 4.12

Table 3 reveals that the six learning experiences identified for achieving specific

Home Economics relevant EE objective I f _ ._ one (1) were regarded as appropriate with

grand mean scores ranging from 4.11 - 4.59 of the HEL, EES and students. This means

that each of the objectives obtained mean score above 3.50. The standard deviation of

each specific Home Economics relevant EE objective is less than 1.00. This implies

that their individual responses were not far from the mean. There is therefore no

significant difference among the three group of the respondents on five (5) out of Six

(6) learning experiences identified. Hoz ,, accepted for five (5) items 2nd rejected for

one (1). From the pair-wise comparison done using Scheff s test, it could be deduced

that mean score response of EES as regards item I is significantly different from that of

the students which in turn was equal to that of the HEL.

Table 4: Means, Standard Deviation and F-Ksrtio Responses of the Subjects on Learning Experiences for Achieving Specific Home Economics Relevant EE Objective 2.

Learning Remarks experiences fur - - - achieving EE X I X Z SD, -

objective 2: X 3 SD3 SDG pal Sig X N1=77 Np23 NF 350

(component of environment) -- - - --

Discussing soil erosion menace (causes. managenlent & prevention)

Suggesting Improper land nmagement practices for households

Identifying environmental threals Lo household food securlly

Criticizi~ig solid and liquid waste management practices of households.

Explaining erects of desertlficalion and threat to marginal lands on food production and I'amil?i

Ihscussing eiyects of indiscrminate felling of trecsldeforestatioid loss of vegetation in household hod secun(

Identi@ing sustainable practices for exploitation ol water and land resources.

Explamng effats ot terrestrial ruin-fall, flodmg and so11 eroslon on ho~~sehold

I) Examining the eKi ts of various fonns of atmospheric 4.09 1 4.23 0.75 4.05 1.07 4.07 0.90 ,354 ,702 A NS

pollution on households

10 Explaining the effects of depletion of 0~0112 laver and lhc discha& or chlorofloro carbons 3.81 1.08 4.14 1.08 3.80 1.08 3.82 1.08

on health of individuals and families.

11 Analyzing the effects of destruction of 397

ecosvstem 'and loss 3.75 1.05 4.09 0.95 3.88 1.10 3.87 1.09 .409 A NS

From table 4, it could be seen that the respondents ( HEL, EES and Students)

generally agreed that the eleven (1 1) Learning experiences identified will be suitable for

achieving specific Home Economics relevant EE objective 2. The grand mean score for

the three group of the respondent ranges from 4.00 - 4,29. This means that each of the

objectives obtained mean score above 3.50. The standard deviation of each learning

experience is less than 1.00. . This implies that their individual responses were not far

from the mean, hence there is no significant difference among the three group of the

respondents on nine (9) items out of eleven (1 I), Hol was therefore accepted for all items

except for items 3 and 4. ,,,, . "1 . ,> . . . , a ' .

In Pair-wise compariscn done, the difference in the mean responses shows that

the mean of the response of HEZ, as regards item 3 is significantly different from that of i/ the students but not different from that of the EES, which was also equal to that of I Students. This reveals that the mean rqsponses of EES were higher and significantly

different ficm that of HEL and the Student which was equal.

Table 5: Means, Standard deviation, and F-ratio responses of the Subjects on learning experiences for achieving Specific Home Economics Relevant EE objective 3

Learning experiences - - - - Remarks for achieving EE X I Xz SD, x 3 SD, X G SD, i g Fcal -

N1=77 Np23 N3= 350 x Fcal objective 3 .-

1 Suggesting strategies for protecl~on of 391 105 374 105 4 0 5 099 400 1 0 1 262 A NS blod~vers~tv

2 L)iscussing proper 4.43 0.87 4.35 0.83 4.36 0.92 4.37 0.90 ,827 ,203 A NS

practices for management of domestic industrial wasles

3 1)iscussing government policies and decrees on 4.27 0.09 4.26 0.62 4.20 0.93 4.22 0.93 ,828 .I89 A NS envtronment

4 Analyzing the need for proI)& management of mining pits Tor hmily 3.73 1.20 3.95 0.95 4.00 1.02 3.95 1.05 ,166 1.801 A NS

well being.

5 Analymg the lmportanoe of susta~mblc 011 prospect Ion and min~ng of mmerd 3 78,, 1 19 4 W,,, 1 02 4 10, 1 02 4 04 1 Oh 1) 46 3 101 A S resources for healthy col~ununity and households.

0 Discussing the control of' indiscriminate clearing of lands including animal 4.21 0.88 4.17 0.83 4.17 0 4.17 0.47 ,454 ,042 A NS g:anng and its eff'ect on l i d security.

7 Suggesting appropriate water harvestrng and management strategies

411 0.83 3.87 1.10 4.08 0.99 4 0 7 0.97 565 ,571 A NS

for the households.- --

Table 5 reveals that seven (7) items identified as Learning experiences for

achieving objective 3 were regarded as important by the three groups of respondents

(HEL, EES and Students). The grand mean score ranges from 4.00 - 4.29. This shows

that each ef the learning experiences obtained a mean score above 3.50. The standard . . , A ..dm$. .*. ,L<.X+. . ,

deviation of each learning experience is less than 1.00. . This implies that their

individual responses were not far from the mean. There is no significant difference

among the mean responses of the three groups of the respondents on all the seven (7)

learning experiences identified. H Q ~ was therefore accepted at 0.05 level of

significance.

The result of Pair-wise comparison indicated that responses of students were

significantly different from that of HEL but not different from EES which in turn was

equal to HEL.

Table 6: Mean, Standard deviation, and F-ratio responses of the subject on learning experiences for achieving Specific Home - Economics Relevant EE objective 4. Learning experiences - - - Remarks

- for achieving EE X l X z SDz X 3 SD3 Xc SDG Sig. Fcal x Fcrl objective 4 N1=77 N2=23 N3= 350

1 Creating awareness on tree planting among households

2 Explaining the use of environmentallv hendlv producls and practices for improving family health

3 t ~ x p l a w g utilizationlabuses of new teclu~ologies and enu~ron~entsl degradation as a measure to care for on destruction of cnv~ronment.

4 Discussing I~npact assessment practices and proper citing or industries by entrepreneurs.

5 Advocating for proper use of kerosene. gas and elrclrlcity in cooking

Table 6 shows that, .out.td five (5) . learning experiences identified for achieving

specific Home Economics relevant EE objective, four (4) was taken as relevant by

HEL, EES and Students. The grand mean score ranges from 3.95 - 4.44. This means

that each of the learning experiences obtained a mean score above 3.50. The standard

deviation of each learning experience is less than 1.00, hence there is no significant

difference among the mean responses of the three groups, namely, HEL, EES and

Students on the few learning experiences identified. The Null hypothesis Hoz. was

therefore accepted for all items. The calculated F is less than the F - critical of 3.00 at

0.05 level of significance.

Table 7: Mean, Standard deviation and F-ration responses of the subjects on learning

-- experiences for achieving Specific Home Economics Relevant EE objective 5: Remarks

Learning experiences - - - X I Xz SD, X3 SD, -

for achieving EE X' SD, sig. Fcal 'IN objective 5 NI=77 N2=23 N3= 350 X Fcal

I Discussing water treatment before 353 0.77 4.65 0.78 4.50 0.80 352 0.79 ,594 ,522 A NS distribution to the public and households

2 ldcntifying the envirolunental problems as they 4.58 0.58 4.43 0.59 4.37 0.78 4.4 0.74 ,084 2.497 A NS

impact on household

3 Plannmg environmental sanitation progmnmes !br home ecor~omics 4.55 0.74 4.43 0.84 4.32 0.89 4.36 0.87 126 2.086 A NS

students and households.

4 Dlscussmg ways of preventing 011 spillagc for the benefit of

4 12 096 3 96 122 427 0 93 4 22 0 96 197 1630 A NS

families.

5 13iscussing strategies

imorove food securitv.

From table 7 responses of HEI,, EES and Students with regards to five (5)

Learning experiences for achieving specific Home Economic relevant EE objective 5

were regarded as appropriate. The grand mean score ranges from 4.10 - 4.52. This ." ,, 4 " T . +' , .,> ' .

means that each of the learning experiences obtained a mean score above 3.50. The

standard deviation of each learning experience is less than 1 . This implies that their

individual responses were not far from the mean. There is therefore no significant

difference among the mean response8 of - the . .. HEL, EES and Students on the learning

experiences. The Null hypothesis, was accepted because all the items had significant

values above .05 level of significance for decision-making in this study

Table 8: Mean, Standard Deviation and F-Ratio Responses of the Subjects on Learning

- Experiences for Achieving Specific Home Economics Relevant EE Objective 6: Remarks

Learning experiences - - - X I X I SD2 X ' SD, XG

- for achieving EE SDG sig, Fcal objective 6 Nl=77 N2=23 NF 350 X Fcal

I Evaluating mvironmental management progranme in various 4.39 0.83 4.22 1.04 4.33 0.90 4.34 0.90 714 ,338 A NS settings eg. waste disposal in home.

2 Organizing cnvlronmental awareness 4 56 0 6 7 4 65 0 4 9 4 36 0 97 4 4 2 0 91 109 2232 A NS programmes Ibr

Table 8 reveals that Learning experiences for achieving Home Economics

relevant EE objective 6 were agreed on, as relevant. The grand mean score fgr the three

group of respondents ranges from 4.34 - 4.42. This means that each of the learning

experiences obtained a mean score above 3.50. The standard deviation of each learning

experience is less than 1.00. This implies that their individual responses were not far

from the mean. There is no significant difference among the mean responses of the

three group namely HEL, EES and Students. Hoz was therefore accepted. The

calculated F is less than the F - critical of 3.00 at 0.05 level of significance.

Table 9: Mean, standard and deviat jp , .a~$ fk-atio Responses of the Subject on Learning Experiences for ~chieving s&ifc Home Economics Relevant EE Objective 7.

karn ing experiencer - - - Remarks for achieving EE X 1 X2 m2 X 3 SDJ XG SDc Sig. Fcal -

'IN objective 7 N1=77 N p23 N3= 350 x Fcal

1 Otganuug cnvlrotuncntul protect~on and clubs for 135 A Home econorn~cs 4 50 0.69 4.'26 - 0.75 4.42 0.86 4 43 0 83 260 NS

students

2 Suggesting advocacy strateg~es for 2.23 A cnvuonmcntal

4.38 0 77 4.35 0 78 4.14 0.95 4 19 0 91 108 NS

management in the home.

3 Developing environmenlal awareness and proledlon programmes for vvarlous

4 39 0 77 4.39 0.58 4.45 0.85 4.43 0.82 8 150 A NS

groups; eg. Womcn in the community

Table 9 revealed that three Learning experiences for achieving specific Home

Economics relevant EE objective 7 were agreed on as relevant. The grand mean score

for the three group of the respondents ranges from 4.19 - 4.43 respectively. This means

that each of the learning experiences obtained a mean score above 3.50. The standard

deviation of each learning experience is less than 1.00. This implies that their individual

responses Rrere not far from the mean. There is no significant difference among the

responses of the three groups namely HEL, EES and Students. Ho2 was therefore

accepted because the three items had significant value above .05 significant level.

Research Question 3:

What are the instructional methods that could be employed for teaching specific

Home Economics relevant EE objectives into the NCE Home Economics Curriculum?

The data analyzed in answer to this research questions are presented in table 12

above. Also presented in that table is ANOVA or F-ratio computation for testing H03

which states that, there is no significant difference among the mean responses of Home

Economics Lecturers, EE specialist, and Final NCE Home Economics students on

instn~tional methods to be employed for teaching specific Home Economics re!evant

EE objectives within the NCE Home Economics Curriculum.

Table 10: Mean ,Standard Deviation and F-ratio Responses of Subjects on Instructional Methods that could be Employed

Remarks - - -

S/N Item X I . J & . ,S& .X3 SDs Xs SDc Fcd ~c.1 N1=77 N 4 3 N,= 3SQ

Lecture 4.38,

Demonstration . 4.7 1

Discussion

Simulation and games

Role playing

Projecl wo~ks

Reading and story telling

interview

Individualized instruction

Independent study method

Student's reports: e. g. syinposium panel forum and colloquiuin

Dramatic

Case study

Games

Supervised study

Learning package

Brain storming

19 Discoveq - 3.27 0.88 4.30 0.88 4.21 0.96 4.22 0.94 .823 A NS

Table 10 reveals that nineteen (19) instructional methods identified in the study

by HEL, EES and Students were appropriate in teaching EE within the NCE Home

Economics curriculum. The grand mean score ranges from 3.78 - 4.63 respectively.

This meam that each of the objectives obtained a mean score above 3.50. The standard , < , A . *$>.,. .xt ' .

deviation of each instructionaf method was less than 1. This implies that their individual

responses were not far from the mean. There is therefore no significant difFerence

among the three group of respondents on sixteen (16) out of nineteen (19) instructional

methods. Null hypothesis Hoj was accepted for seventeen (17) items and rejected in ,' " ..

two (2) items at 0.05 level of significant.

The result of Pair-wise comparison revealed that responses of students were

significantly different from mean responses of HEL and EES on items 1 and 18.

Research Question 4:

What are the instructional materials that could be employed for teaching specific

Home Economics relevant EE objectives within NCE Home Economics Curriculum?

The instructional materials employed are presented in the table below (table

14). Also presented is ANOVA or F-ratio computation for testing Ho4 which states

that, there is no significant difference among the mean score of Home Economics

lecturers, EE specialist and final year NCE on instructional materials to be employed in

teaching specific EE objectives in NCE Home Economics curriculum.

Table 11: Mean, Standard deviation and F-ratio response of subjects on instructional materials to be employed for teaching EE objectives within NCE Home Economics Curriculum.

- - - Remarks X I SD1 -

SIN Item X z SD2 3 SD3 Xc SDo Fcal x N1=77 Nf27 N,= 35U

Text books

Film strips

TV programme

Radio programme

Charts

Chalk board

Pictures

Video tape

Diagrams

Tape recorder

Flow charts

Film show

Prints

Instruction-a1 guide

Teacher's guide

Thematic models

l 7 S1udcnt 4.58 0.50 4 29 0.56 4 . 5 0.81 4 3 9 0.76 .054 A NS book on EE

18 Projected and non projected Aids 4.55a 0.53 4.13ab 0.81 4.33b 0.83 4.35 0.79 .OD9 A S

-

Table 11 shows that eighteen (18) instructional materials to be employed in

teaching EE within the NCE Home Economics curriculum were considered as relevant

by the HEL, EES and the Students. The grand mean score ranges from 4.09 - 4.74

respectively. This means that each instntctional material obtained a mean score above

3 50. The standard deviation of each instructional material was less than 1. This implies


significant difference on 6 items out of eighteen (18) instructional material items

identified. Null hypothesis, H04 was accepted for six (6) items and rejected in (12)

items at 0.05 level of significant.

The result of Pair-wise comparison shows that the mean of the responses of

HEL regarding items 2,3,4,5,7, 8, 9,10,11,1, and 18 were significantly different from

that of the Students but not different tiom that of EES which in turn was equal to that of

the students expect in items 8, 9 and 13.

Research Questions 5:

What are the evaluation activities that could be used for assessing the .L ,, . "7. .?. ? s 3 ,

achievement of specific Home Economics relevant EE objectives within the NCE Home

Economics curriculum^

The evaluation activities used are presented in Table 12 below. Also presented is

WQVA or Fratio computations for testing Hos which states that, there is no I - ..

significant difference among the mean score of Home Economics lecturers, EE

specialist and final year NCE Students on evaluation activities to be used for assessing

specific Home Economics relevant EE objectives within the Home Economics

curriculum at NCE level.

Table 12:

Evaluation Activities Means, Standard deviation and F-ration response of the subjects on Evaluation activities for assessing integration of Specific EE objectives

Item

TruclFalsc qustionq

Short answer's questions

Intcnicw

Case studies

Opinionnaire

Anecdote

Sclfrrfet-ence testing

Multiple clioics questions

Student's sclf report invenloriss questionnaire

Projeds on EE topics

Continuous ass~ssrnent.

Essay type questions or multiple choice question%

St-ininar

Direct ohsewation

15 Ratlng scale ,j 15, . 0.75 4 17 0.94 4.16 0.90 842 - NS

Table 12 shows that fourteen (14) out of fifteen evaluation activities identified

by the respondents HEL, EES and students were relevant. The grand mean score

ranges from 3.70 - 4.55. This means thataeach objective obtained a mean score above , I -.a.

3.50 The standard deviation of each evaluation activities were less than I. This implies


significant difference among the three group of the respondents on fourteen (14) items

out of fifteen (15) evaluation activities. Null hypothesis, Ho4 was accepted for items

14 but was rejected in one item.

The result of Pair-wise comparison revealed that mean score responses of HEL

as regards items 9 was significantly different from that of EES and the Students which

in turn were equal while for item 8 the mean score, responses of students were

significantly different from HEL and EES which in turn were equal

Findings and Discussion

Findings

The following findings were made based on the research questions and the

hypothesis on the study.

(A) Seven (7) specific Home Economics relevant EE objectives that could be

integrated into NCE Home Economics curriculum were as follows The students should

be able to:

Discuss components of the environment and their relevance to the family.

Explair. factors that degrade the physical environment and threaten the family

Prevent environmental degradation for family survival

Promote sustainable environmental management in households

Enhance preservation of the natural resources in the households.

Evaluate environmental management practices of households.

Appreciate proper environmental management practices of households.

There was no significant difference among the mean score of Home Economics

Lecturers, Environmental Education Specialists and the students. Hol was accepted in

six items 2r1d rejected in one1(13.'. "' * ' " '

(B) Thirty-nine (39) learning experiences identified in the study were appropriate to

be utilized in achieving specific Home Economics relevant EE objectives. They are

organized into seven categories as follows:

(i) Components of the environkkt their relevance to the family.

1 . Discussing land or Lithosphere including mountains, hills, valleys,

caves, plateaus and how they relate to the family.

2. IdentifLing various sources of water hydrosphere such as between rivers,

ocean

3 Discussing importance of air to life.

4. Identif$ng living things (animals and plants) in food producticn

5. Discussing the negative and positive role of micro-organisms in family

living.

6 . Discussing man-made features, roads, buildings, dams etc and associated

problems in housing

All the six (6) learning experiences identified under components of environment were

accepted.

H02

There was no significant difference among the mean score of Home Economics

Lecturers, Environmental Education Specialists and the students. H02 was accepted in

five (5) and rejected in one item.

(ii) Factors that degrade the physical Environment and threaten the family:

The eleven ( 1 1) learning experiences for achieving objective 2 were as follows:

Discussing soil erosion menace (causes, management, and prevention)

and its effect in families.

Suggesting improper land management practices for households.

Identifying environmental threats to household food security.

Criticizing solid and liquid waste management practices of households.

Explaining effects of desertification and threat to marginal lands on food

production and family.

Discussing effects of indiscriminate felling of treesldeforestation, loss of

vegetation on food security. $ 1 4 " T . ,,' , . . s t . .

Identifjctng sustainable practices for exploitation of water md land

resources by households.

Explaining effects of terrestrial rainfall, flooding and soil erosion on

household. ( I - .. Examining the effects of various forms of atmospheric pollution.

Explaining the effects of depletion of the ozone layer and the discharge

of ch!orofluoro carbons on health of individuals and families

Analyzing the effects of destruction of ecosystem and loss of

biodiversity on human life.

Ho2 was accepted in nine (9) items and rejected in two (2) items. The two items

that were significant at 0.05 level were:

1. IdentifLing environmental threat to household food security.

2. Explaining effects of desertification and threat to marginal lands on food

production and family.

(iii) Prevent Environmental Degradation for family survival:

Seven (7) learning experiences identified were as follows.

1. Suggesting strategies for protection of biodiversity in family land.

2 . Discussing proper management practices for management of domestic

wastes.

3 . Discussing government policies and decreases on environment and

human life.

4. Analyzing the need for proper management of mining pits for family

well be i~g .

5 . Analyzing the importance of sustainable oil prospecting and mining of

mineral resources for healthy community and households

6. Discussing control of indiscriminate clearing of land including animal

grazing and its effect on food security.

7. Suggesting appropriate water harvesting and management strategies for

the households.

Hoz was accepted in all the seven (7) learning experiences identified at 0.05

level of significance.

(iv) Promote Sustainable ,. $, . Environment w q . ,, , ,?- Management in households

Five (5) learning experiences for achieving the specific EE objective 4 were as

follows.

Creating awareness in tree planting among households.

~ x ~ l a i n i n g the use of environ&ntal friendly products and practices for

iaproving family health.

Explaining utilization abuses of new technologies and environmental

degradation as a measure to care on destruction of environment.

Discussing assessment practices and proper citing of industries by entrepreneurs.

Advocating proper use of kerosene, gas and electricity in cooking

Enhance preservation of Natural Resources by households

Five (5) learning experiences identified for achieving specific Home Econornics

relevant EE objective 5 were as follows

1. Discussing water treatment before distribution to the public and households.

2. Identifying the environmental problems as they impact on households.

3, Planning environmental sanitation programme for Home Economics students

and households

4. Discussing ways of preventing oil spillage for benefit of families.

5 Discussing strategies for preventing desertification to improve food security.

Hoz was accepted for all the five learning experiences mentioned above at 0.05

level of significance

(vi) Evaluate Environmental Management Practices of households.

The two (2) learning experiences identified in achieving specific EE objectives

were as follows.

1. Evaluating environmental management programme in various settings (e.g.

waste disposal in home.

7 -. Organizing environmental awareness programme for families.

Hay? was accepted for the two learning experiences identified

(vii) Appreciate Proper Environmental Management practices of households.

Three (3) learning experiences identified were as follows:

1 Organizing environmental protection clubs for Home Economics students.

2 Suggesting [email protected] environmental management in the home.

3. Developing environmental awareness and protection programme for various

groups, e.g. women in the community.

Hoz was accepted in all the items identified at 0.05 level of significance.

( C ) Nineteen (19) instructional' methods that could be employed for teaching Home

Economics relevant EE objectives within the NCE Home Economics curriculum are as

follows:

1. Lecture.

2. Demonstration

3 . Discussion

4. Simulation and games

5. Role plays

Project works

Reading and story telling

Interview

Individualized instructions

Independent study

Students reports, e.g. symposium and panel form

Dramatics

Laboratory

Case studies

Co-operatives

Supervised study

Observation

Brain storming

Discovery

There was no significant diEerences among the mean responses of HEL, EES

and Students on 17 out of 19 instructional methods that could be employed for teaching

specific Heme Economics relevant EE within the NCE Home Economics curriculum.

Ho3 was significant in item 1 (lecture method) and item 18 (Brainstorming).

(D) Eighteen (18) instructional materials to be employed for teaching specific Home

Economics relevant EE objectives within the NCE Home Economics Curriculum were .,,, ..."T. G ' , % , . , a ' .

identified as fellows:

Textbooks

Film trips

T. V. programmes , ( _ ... Radio programmes

Charts

Chalk boards

Pictures

Video tapes

Diagrams

Tape recorders

Flow charts

Film shows

Flannel boards

Instructional guides

Teacher's guides

Thematic models

Student's handbook on envirofimental education

Real objects.

There was no significant differences among the mean responses of W.L, EES

and Students on five (5) out of eighteen (18) instructional materials to be employed for

teaching specific Home Economics relevant EE objective within the NCE Home

Economics curriculum. H o ~ was therefore accepted in five out of eighteen items

identified at 0.05 level significance. The items accepted were textbooks, instructional

guide, teacher guide, thematic models, student handbook on EE.

(E). Fifteen (1 5) evaluation activities for assessing the achievement of specific Home

Economics relevant EE objectives within the NCE Home Economics Curriculum were

identified, and they are as follows:

Truelfalse questions

Short answers' questions

Interviews ,,,,. 4 * $ 0 , ,.b ' .

Case studies

Opinionnaires

Anecdotal records

Self-reference testing ,' * .I

Multiple choices

Students self reports (inventories and questionnaires)

Projects on environmental education topics

Continuous assessments

Essay types

Seminars

Direct observations

Rating scale in tree planting.

Has

There was no significant differences among the mean responses of HEL, EES

and Students on thirteen (13) out of fifteen (15) evaluation activities that could be used

for assessing the achievement of specific Home Economics relevant EE objective

within the NCE Home Economics programmes. Hos was therefore accepted for 13

items and rejected in two item multiple choices and (student's self report inventories

questionnaire) at 0.05 level significance.

Discussion

The seven possible specific Home Economics relevant EE objectives were agreed

on as important for integration into NCE Home Economics curriculum. However, the

most highly emphasized Home Economics relevant EE objective among the three

respondents is being able "to promote sustainable environmental management in

household "followed by appreciating proper management practices of households with

grand mean score of 4.47 and 4.42 respectively7'. This finding is in line with Hari

(2005) who in rearranging Tbilisi's Declaration on EE objectives started with

participation, followed by value, as EE objectives. This arrangement is necessary

because in Nigeria ,the rate of environmental degradation has already started taking

many lives and needs urgent reaction by individual group and the society. The

awareness of EE has been created and the problem caused by it is obvious, therefore

the first objective should q h a s i m m creating opportunities for people to be actively

involved in exercising their skills towards creating a sustainable development .This can

be achieved by promotion of sustainable environment in households and appreciation of

proper environmental management of households. However the question whether there

is difference among the mean responses-of the three respondents, there is no significant

difference among the mean score response of the NCE Home Economics Lecturers,

Environmental Education Specialist (EES) and Final Year NCE Home Economics

Students (FYNS), on six out of seven possible specific Home Economics relevant EE

objectives identified .The difference in mean, is in objective two, which states that

students should be able to explain factors that degrade the physical environment. The

difference in mean score response is from Environmental Education Specialist (EES).

Thus, the reason for high rating of EES is because, they are experts in emironmental

studies. They are in a better position to know which objective is more important than

others for integration into NCE Home Economics cumculum. Consequently, the

second cumculum component identified in the study was 39 learning experiences which

was grouped under the seven specific Home Economics relevant EE objectives

However, discussing importance of air to life as a component of the

environment, followed by viewing microorganisms like (bacteria, hngi etc) with

microscope were highly rated by the three groups of the respondents with grand mean

score of 4.59 and 4.49 respectively. This, under the component of the environment

was seen as important because man needs a continuous supply of air (mainly Oxygen)

to ensure the efficient hnctioning of the body. FEF and NEST 1991-1 995 in their

manual on environmental awareness reported that death can result when human beings

breaths ir. polluted air for a long time or are deprived of sufficient supply of oxygen

for some minutes. In support of this, Rodda (1993), stated that a healthy environment

is essential to health and well being of the planet and its inhabitants who depend on it

for the air they breath, the water they drink and food they eat. Consequently, a healthy

and a beautifid environment is not luxury but a basic human need necessary for sound

health both materially and otherwise (connect, 1990, June). Therefore the high rating

in identiflis the air we breath is an indication that it is an important learning

experience in the components of environment .This study is in line with NERDC

(1996) where examining the air we breath was seen as learning experience to be

provided for, to the secondary school Home Economics students. However, it is ,, ,, . . "7. ,>. , +.,t '

interesting to note that all the components of environment identified were categorized

under physical components. Apart fiom item 1 in the table 8 there is no significant

difference among the mean score response of the three groups of respondents on six

learning experiences for achieving ouective 1.

Further more, the eleven ( I 1) learning experiences identified in the study were

regarded as appropriate to be utilized in achieving specific Home Economics relevant

EE objective 2. (To explain factors that degrades the physical environment) and

threaten the family. However, examinations of solid and liquid waste managements

were highly rated by the three groups of respondents with grand mean score of 4.22.

This learning experience revealed by the study is in line with Adegbola (1992). To

highlight on these learning experiences Anyakoha and Igboeli (1993) stressed that

solid waste disposal in Nigeria remains an environmental problem without a possible

immediate solution. Their study revealed that women are aware of five consequences

of improper disposal of household solid wastes. This was supported by NEST (1991)

who observed that there has been a phenomenal increase in the volume and ranse of

solid wastes generated daily in Nigeria. Aha (1992) also added that "Nigeria is in the

thick stench of environmental scandal". This is because of the proliferation of

dumping sites and of stinking rehse heaps all over the country.

Therefore, the need to rate solid and liquid wastes as the highest learning

experience, in explaining the factors that degrade the environment is recommended.

However for item 3 and 5, there is no significant difference among the responses of

the three groups of the respondents on nine out of eleven learning experiences

identified in the study. Consequently, the difference in the mean response is from

Environmental Education specialist.

The study also revealed that seven learning experiences identified for achieving

specific Home Economics relevant EE objective 3 were seen as appropriate. However,

the three respondents (Home Economics lecturers, EE specialist and Final Year NCE

Home Economics Students) highly rated item 2 (Discussing proper practices for

management of domestic industrial waste with ground mean score of 4.36). This was in

line with learning experiences suggested by Adegbola 1992 ) and NERDC and UNEP

(1996). To highlight on the above learning experiences, Anyakoha and Igboeli (1993),

in table 12 of their study on ,r.eil$cpy. why women should spend time learning about their

environment and how to care for it , the women rated item 3, 89 4%. This item noted

that the most important reason is for women to appreciate their environment. The

learning experiences, if well learnt will prevent environmental degradation, so it is

proper to include it as one of the lear&ng experiences provided for achieving the

objectives ,4gain in specific Home Economics relevant EE objective 4 (to promote

sustainable environment in households), five learning experiences identified were

considered as appropriate. There is no significant difference among the mean score

response of the three respondents on the five item identified. However, the three groups

of the respmdents highly rated item 5 (Advocating proper use of kerosene, gas and

electricity in cooking, with ground mean score of 4.47). This was in line with Igbo

(2000) where she identified the use of kerosene he1 as important topic under the list of

Energy topics to be taught in University Home Economics. This learning experience

identified is crucial because most of the accident in homes come from contamination of

kerosene hel . This problem has devastated many homes and even caused the death of

family members. Some families have been rendered homeless due to this home

accident; therefore suggesting it as an important learning experience to be considered

will help to promote sustainable environment. In addition, UNESCO and UNEP (1986)

identified that storage of chemicals and inflammable materials to ensure safe

environment is an important EE task to be learnt by students of vocational Agriculture.

Also FEF and NEST (2991-1 995) in their manual, discussed the atmosphere as air

around us, they pointed out that the common atmospheric pollution through human

actions is gas flaring, smoke from bush fires, cigarette smoking, cooking with wood fuel

or faulty kerosene stoves which emit smoke. They also suggested that to promote

sustainable environment, these problems can be solved by: ( I ) use of efficient stoves in

cooking. (2) preventing bush fires (3) putting fish fire off as soon as they are noticed.

(4) using High grade fuel when ever available .

The findings of this study revealed that to enhance preservation of natural

resources by households which is specific Home Economics relevant EE objective 5,

the five learning experiences provided under this cluster were regarded as appropriate,

and in investigating the significant difference among the mean score response of the

three groups, null hypothesis was accepted because there is no significant difference

among their mean score responses. Consequently, the highest grand mean response was

4.52 that is, discussing water treatment before distribution to the public and households. ' ,, ."<. ,>' ,%. ,> ' .

We cannot do without drinking water which helps our body to function by carrying

nutrients to the cells and evacuating the waste products from the cells. Water performs

the similar role for other animals and plants. Therefore we need water to maintain

personal hygiene, hence, suggesting treatment of water before distribution to the public

is an important learning experience; because according to NEST ( 1 997), to avoid water

contamination or pollution by chemicals or solid waste and bacteria, (which gives rise

to water-related diseases such as typhoid, cholera , dysentery or skin problem). There is

need to treat water before public and household distribution. They also suggested

boiling and filtering water before drinking. This study is in line with the learning

experiences suggested by NEST (1997), FEFMST (1992 - 2995), and Adegbola

(1992), The knowledge of this learning experience will help to presenre the natural

resources and also preserve the life of people which is the major objective of EE.

The findings hrther show that to evaluate environmental management practices

of households, learning experiences such as organizing environmental awareness

programmes for families is necessary. This was indicated with a high grand mean of

4 42. In line with this study, NERDC and UNESCO (1992) suggested that to evaluate

EE programme in colleges of Education, project topics on EE, workshops, seminars and

conferences can be effectively used. In the same line of thought Anyakoha (1994)

suggested that EE can be incorporated through thesis, project work or workshop done

by students of Vocational Teacher Education at all levels. This will help the students

acquire appropriate knowledge of EE. Therefore, to measure and improve the

knowledge of EE, students should attend conferences, and seminars that are organized

on EE topics. Again, appreciating proper management practices of households,.

organizing environmental protection clubs for Home Economics students, and

developing environmental awareness and protection programmes for various groups

(e.g. women in the community) were accepted as the most appropriate learning

experience for achieving the objective 6 with high mean score of 4.43 respectively. To

extend Environmental Education to the grass root, Esiobu and Anyakoha

(1998/99/2000) recommended that the policy makers, beside emphasizing on monthly

clean -up every last Saturday of the month , should also set aside a day in the month to

educate the people, particularly the homemakers; this will enhance their environmental

knowledge. It will also help them to take proper care of their living environment and

also appreciate it. Adara (1997) and Adegbola (1992) suggested that the three learning ,. , P . . . " L ,t' .t

experiences, identified in the study will help to improve the knowledge of the students

in learning EE. Therefore, they participate through various clubs to manage the

environment.

The evidence of their apprecigtioo .bf the environment is elicited. Again, the

study revealed that all the instructional methods identified are appropriate in teaching

EE. Okeke (1995) In discussing instructional method described it as how a teacher

organizes and presents learning materials to learners. To highlight on Instructional

methods, Connor (1990) noted that EE should call for activity methods so as to

encourage participation and group work. Some of these activity methods were

identified in the study. They include demonstration, discussion, simulation games,

project works, Role playing, laboratory, Discovery etc. These were in line with

methods identified by Samhbia - Cap-NCAP(2000), McNamara (1991), Mann and

Drever 1990 and Inyang-Abia et a1 (1994). Further more, the respondents (Home

Economics lecturers, Environmental Education Specialists and Final NCE Home

Economics Students) rated demonstration method very high with mean score of 4.63.

Inyang-Abia et a/ (1994), describing demonstration methods, called it an activity to

show students how things work or how they happen. Olaitan and Ali (1997) recorded

that demonstration method is the most common method in teaching and learning.

Agusiobo and Olaitan (1981) also suggested it is more appropriate for teaching Home

Economics subjects. Brown (1992 ), called it (practical methods ) and Gum (1987) ,

identified it as one of the six instructional methods for teaching industrial technical

education. Hence, demonstration method will not only help the students to acquire

knowledge but, also to act with the knowledge. This is in line with Ukolta and

Enedogwa ( 1 996), who emphasized that it is most effective for teaching and learning .

This was supported by Onwuka (1981) who observed that it encourages psychomotor

activities which leads to development of skills , knowledge and attitudes.

Consequently, the methods that shows significant difference in the mean scores are

lecture method and brain storming. The difference in the mean is from Final Year

NCE Home Economics Students. Discussing on lecture method, Conner (1990),

noted that though it is a good method to inculcate EE concept but it will not encourage

active participation of the students. It also discourages critical thinking. This was

supported by Onwuka (1981) who noted that though it is the commonest, and not

adequate. Also speaking on Brain storming, students might not be familiar with this .',, . "L \ t ' . , < . > t ' .

type of discussion method because Munn-Drever (1990) and Brown (1992) in

contrast, pointed out that it is an excellent way to generate discussion. This is because,

as a type of tezching method, it will facilitate self confidence, initiative and critical

thinking. . , _ _. The study also revealed that all instructional materials identified were

appropriate; these includes among others: Text books, film trips, T.V. programmes,

instmctiond guides, student hand books on EE, projected and non projected aids etc.

Nwandu (1994), generally sees instructional materials as gadgets or equipments that

can be used in the course of learning.

Adegbola (1992) identified EE instructional materials as text books,

instructional guides etc. These were supported by NAAEE, (1996), Bone (1994) and

Engleson and Yockers (1994). However, the Home Economics lecturers,

Environmental Education Specialist and Final Year NCE Home Economics Students,

identified text books as the most appropriate with grand mean score of 4.74. These

findings were in line with studies done by Bones (1994), Adegbola (1992) and

NERDC and UNESCO (1992). Bones agreed that it is the most common, though not

appropriate for acquiring skills and attitude. This view was supported by Adegbola

(1992), NERDC and UNESCO (1992) who also stressed that it is the most appropriate

for Colleges of Education. Teachers must understand how to use and control the

resource materials. Onyejemezi (1 98 1 ), stressed that unless the class room teachers

uses this devices and directs the pupils' attention to what they should look for, the

pupils will not learn as much as is intended from the devices. She also suggested that

one of the teaching materials to be used by the teacher is the text book, it must be

carefully used by the teacher, so as to help the students acquire knowledge skills and

attitude of EE concepts needed to be learnt.

Consequently, apart from the use of text books, chalk board, instructional

guide, teacher's guide, thematic models and students hand book, there was significant

difference among the mean score responses of Home economics lecturers,

Environmental Education Specialist and Final Year NCE Home Economics Students;

with other 12 instructional materials identified in the study. Thus, the Home

Economics lecturers and FES agreed more on the EE materials identified in the study

more than Final Year NCE Home Economics Students, this might be because of their

experience in the field. . , , p . . * t . \ > . . , < . , + ' .

Finally, fifteen evaluation activities identified in the study were regarded as

appropriate to assess integration of specific Home Economics relevant EE objectives

into NCE Home Economics Currjculum. The most appropriate evaluation activity

identified in the study was seminar,,, withJgrand mean score of 4.55, followed by

projects on EE topics with Grand mean score of 4.53. This finding is in line with

Anyakoha (1994) who suggested that seminars and project works are one of the

evaluation techniques for assessing incorporation of EE into vocational teacher

Education at all levels. Also, NERDC and UNESO (1992) identified projects on EE

topics as one of the evaluation techniques for assessing EE in colleges of education.

Again, Guru (1987) counted it as an important evaluation activity for teaching EE in

industrial technical education

However, identiijmg these two evaluation activities as most appropriate by

the three groups of respondents shows that because EE is not a Curriculum subject in

most of the institutions in Nigeria, it can effectively be better assessed by students,

indicating EE topics as their desired topics in both seminar and project works. This is

necessary because if awareness of EE is widely known, more students will want to

choose it either as seminar topics or as project topics. In view of this finding,

Evaluation, according to Igwe (1994) is the basis for effective decision making about

programmes provided for the students. The extent of knowledge of EE obtained by

students can effectively be measured through seminars and project works. This kind

of evaluation is what Ndubisi (1 981) called formative evaluation. He emphasized that

formative evaluation is usually undertaken during the process of developing the

programme. The feed back information is used to improve the programme before it's

final adoption.

Also, Tyler's curriculum planning rationale, discussed earlier in this study, has

a four step process of planning which has an in- built formative evaluation quality.

This four step process is developed with Tyler's four basic questions (Tyler, 1975).

Therefore, at the developmental stage, seminars and project works are most

appropriate for assessing EE integration into NCE Home Economics curriculum.

Furthermore, it was only student's self report inventories and questionnaires

that show significant difference among their mean score responses. The difference in

mean responses is from the Home Economics lecturers. This is because it is a type of , ,, . 4 " 7. ,>' , , n '

evaluation activity that could be applied when the programme is already integrated.

That is summative evaluation.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the study, including restatement of the

problem, and the findings, it also deals with implications of the study, lt further offers

recommendation for actions and areas for hrther study.

Restatement of the Problem

Environmental problems abound and constitute challenges to individuals,

families, and the society as a whole. Thus, proper environmental management which

could be achieved through appropriate EE (Environmental Education) becomes very

necessary. EE needs to be integrated into various subjects like Home Economics, which

as a field of study, centers on the survival of individuals, families and the society; thus,

EE should be a significant feature in Home Economics at various levels of education,

including the NCE level. This level produces teachers for the pre-primwj, primary and

secondary school levels. Thus, the NCE Home Economics programme is a vital point to

start the integration of EE. The present NCE Home Economics programmes are devoid

of EE.

The general purpose of this study was to determine strategies for integrating EE

into Nigeria Certificate of Education ( W E ) in Home Economics cumculum.

Specifically, the study identified:

I The specific Home Economics , , , , . 4 - q . , , , lelevant EE objectives that could be integrated

into NCE Home Economics curriculum

2. The learning experiences that could be utilized to achieve specific Home

Economics relevant EE objective within the NCE Home Economics curriculum.

3. The instructional methods that eoulh be employed in teaching specific Home

Economics relevant EE within NCE Home Economics curriculum .

4. The instructional materials that could be employed in teaching specific Home

Economics relevant EE objectives within NCE Home Economics curricuhrn.

5 The evaluation activities that could be used for assessing achievement of

specific Home Economics relevant EE objectives within the NCE Home


Summary of the Procedure Used in the Study

The population was made up of three groups of subjects: Home Economics

lecturers (98), EE Specialist (35) and Final Year NCE Home Economics Students (504),

giving a total of 637 subjects. Area of the study was made up of two zones, southeast

and south-south geopolitical zones of Nigeria. No sampling was carried out. 450

questionnaires were used for data collection, 637 copies of questionnaires were

distributed but 450 copies retrieved. Mean, standard deviation and ANOVA and

Scheffe's test were used for data analysis.

Summary of Major Findings

The major findmgs are:

Seven (7) specific Home Economics relevant EE objectives could be integrated

into NCE Home Economics curriculum.

Thirty-nine learning experiences could be utilized in achieving specific Home

Economics relevant EE objectives within the NCE Home Economics curriculum

were clustered under the seven specific Home Economics relevant EE

objectives.

Nineteen (19) instructional methods could be employed in teaching specific


curriculum.

Eighteen (18) instructional materials could be employed in teaching Home

Economics relevaiit" El?' " 06je'ctives within the NCE Home Economics

curriculum.

Fifteen ( I 5) evaluation activities for assessing the achievement of specific Home

Economics relevant EE objectives within the NCE Home Economics I f - ..

curriculum.

There was no significant difference among the mean scores responses of Home

Economics lecturers, Environmental Education specialists and final year NCE

Home Economics students on specific Home Economics relevant EE curriculum

that could be integrated into NCE Home Economics curriculum significant

differences occurred in one specific objective.

There was no significant difference among the mean score responses of Home


122

Home Economics students on 37 out of 39 learning experiences for achieving

the specific Home Economics relevant EE objectives within the NCE Home

Economics curriculum. Significant difference occurred in only two learning

experiences.



Home Economics students on 17 out of 19 instructional methods that could be

employed in teaching specific Home Economics relevant EE objectives within

NCE Home Economics curriculum. Significant difference occurred in only two

instructional methods.



Home Economics students on 5 out of 18 instructional materials that could be

employed in teaching specific Home Economics relevant EE objectives within

the NCE Home Economics cumculum. Significant difference occurred in

thirteen instructional materials.


Economics lecturers, Environmental Education specialists, and final year NCE

Home Economics students on 13 out of 15 evaluation activities that could be

used for assessing the achievement of specific Home Economics relevant EE

objectives within the NCE Home Economics curriculum. Significant difference ,, ,, . . "%. ,?. , .)? ' .

occurred in two evaluation activities.

Conclusion

The following conclusions were drawn based on the findings of the study. , < ..

Tyler's model which involved the objective learning experiences, instructional methods,

instructional materials and evaluation activities identified in the study were relevant for

integrating specific Home Economics relevant EE objectives into NCE Home

Economics curriculum. Therefore, an adequately planned and developed cumculum

based on the findings will produce a guideline for preparing EE in NCE Home

Economics curriculum, and the implementation of it will equip the NCE graduates with

proper knowledge of environment; this will enable them to manage the least variety of

environmental problems which they are likely to encounter on the course of their

involvement in the development and production processes. NCE teachers who acquire

knowledge of EE will impact the awareness of EE This will improve the attitudes to

children in the primary and secondary school levels. Such knowledge will enhance

proper management of the environment which will improve the quality of the

environment and therefore brings improved quality of life.

Tmplications

This study has identified seven possible specific Home Economics relevant EE

objectives EE objectives to be integrated into Home Economics curriculum in NCE

level, and 39 learning experiences identified were clustered under the seven specific

Home Economics relevant EE objectives. The instructional methods, instructional

materials and evaluation activities were also identified to be utilized in accessing the

achievement of EE objectives. The findings of this study have tremendous implications

for the following: curriculum planners, the NCE Home Economics Lecturers,

Environmental Education Specialist, Students, and the governments. The findings of

this study could serve as an initial input into the development and implementation of a

fimctional EE programmes in Home Economics curriculum. Such programme would be

capable of preparing and equipping the NCE students with relevant environmental

materials needed to build in them positive attitudes towards the environment. This will

help them to inculcate the same knowledge to children in the primary and secondary

schools. In developing and implementing the functional programme, it implies that ., ,...,.kq . I + ' .

curriculum planners like Niger~a gdhcation Research and Development Council

(NERDC) and National Commission for Colleges of Education (NCCE) would have to / do more than adopting an environmental education policy. The success of such a

programme would be largely determined by monitoring and evaluation of the , - ...

programme This is because there is the tendency for the teachers not to implement the

EE programme, especially as the EE course is not an examination subject. They should

make sure that enough EE curriculum materiaIs are distributed. Syllabus should not be

over loaded and teachers should be motivated in order to help foster proper

implementation. Other wise EE curricula if distributed should be kept in their drawers.

The findings of the study also have implications for NCE Home economics

Lecturers because, as they become aware of environmental properties of raw materials

through seminars and conferences, they should enlighten their students about many

events that should increase their awareness of environmental issues and problems and

also help them develop environmental friendly attitudes.

The findings from the study also have implication for EE specialists because,

curriculum experts from various subjects can specifir the type of contents, learning

experiences, materials and evaluation which should be peculiar to EE during the

planning of the curriculum.

The findings from the study also have implications for the final year students

because, they can contribute to the goals, contents, learning experiences and evaluation

procedures to curriculum planners and not act as only recipients of the EE curriculum

materials. They, at the graduating stage, can identie the necessary lack in their

curriculum.

The findings from the study also have implications to the government because,

an effective implementation of this EE programme could be financially supported by

them to help provide incentives to the teachers, to motivate them to teach and provide in

- service trainings for them through the educational authorities and by encouraging them

to participate in workshops, seminar and conferences organized by Science Teachers

Association of Nigeria (STAN ), NERDC, Nigeria Environmental Study Action Team,

(NEST) Federal Government Protection Agency (FGPA) etc. This in turn will enhance

better management, greater productivity and better quality of life for individual families

and the society, and also necessitates genuine cooperation between the government and

the educational authorities. ' , . . . . , , 1 . '

Recommendations for the study:

Based on the findings of the study, the following recommendations were made:

1. The Home Economics relevant. EE specific objectives, Home Economics I I ..

relevant learning experiences, instructional methods, instructional materials and

evaluation activities identified by this study be integrated into NCE Home

Economics curriculum by NCCE.

2. It should serve as in-service for training Home Economics NCE lecturers.

3 . Textbooks should be developed by Home Economists in teaching EE within

Home Economics programme.

4 The government should organize refresher course for NCE Home Economics

lecturers in EE by supporting the association such HERAN that promotes the

acquisition of knowledge of EE.

5 The Home Economics professional associations (Home Economics Research

Association of Nigeria HERAN and HETAN i.e. Home Economics Teachers

Association of Nigeria) should promote the acquisition of EE knowledge and

skills through seminars, conferences and organized workshops for NCE Home

Economics Lecturers.

6 NERDC Curriculum planners should utilize the findings of the study in

reviewing and re-planning the EE components for NCE Home Economics

cumculum.

7. For effective implementation, EE should be made an examination paper at both

the senior secondary school certificate and Nigeria certificate of education

(NCE).

Limitation The researcher was compelled to draw part of the sample from the list of

participants at the EE curriculum development workshops for junior and senior

secondary schools 1996 and 1998 ( N E R D C m P 1996, 1998). This did not affect the

work because as the subject specialist from different disciplines, they can specifL the

objective, scope of the content, learning experiences etc. for different grade levels,

different methods, and matwi&,.that can be employed for effective attainment of

curriculum objectives.

Suggestions for further study: The following areas are suggested for M h e r studies.

I I .I

1. The imperatives for integrating environmental education into the NCE Home

Economics curriculum in Nigeria.

2. Challenges for implementation and evaluation of EE programme in Home

Economics at 'N-CE level.

5 . This present study could be replicated in other states of Nigeria especially at the

~miversity and polytechnic levels etc.

6. The findings of the study should be trial-tested in the Colleges of Education in

Nigeria.

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APPENDICES

APPENDIX A

The list of Colleges of Education cross in the study

Federal College of education (Technical) Omoku

Federal college of education Eha-Arnufu

Federal college of education (Technical) Asaba.

Federal college of education Umunze

Federa! college of education Obudu

College of education Ekiadolar Benincity

Callege c?f education Agbor

Nwafor Orizu college of education Nsugbe

Alvan Ikoku college of educztion 0wen-i.

College of education Akamkpa

College of education Arochukwu

College of education Port-Harcourt

College of Education Wam

APPENDIX B

The distribution of Home Economic Lectures and NUE I11 students

SIN0 NCE

Name of States

Rivers

Enugu

Delta

Anambra

Cross River

Ed0

Delta

Anmabra

Irno

Delta

Cross River

A bia

Delta

Colleges of Education

Federal colleges of Education

FCE Technical , Omoku

FCE, Eha-Arnuh

FCE Technical, Asaba

FCE Technical, Umunze

FCE, Obudu

States Colleges of Education

College of Education Ekiadolar Benin city

COE Agbor

Nwafor Orizu COE, Nsugbe

Alvan lkoku COE, Owerri

COE, Port- Harcourt ., ,, . \ T \>' , * . > a

COE, Akamkpa

COE, Arochukwu

colleges of education Warri I ' - .L

Total

No of Home

Economic -

No of 111 Students

No of EE Lecturers

Source: National Commission for Colleges of Education NCCE 2000 - 2001

APPENDIX C

Distribution of Home Economics Lecturers and Their Qualifications

Colleges of Education (Federal & States) Federal College of Education - FCE

FCE Technical, Omoku

FCE, Eha-Arnufu



FCE, Obudu

College of Education (COE) Ekiadolar Benincity

COE Agbor


COE, Port-Harcourt

Alvan-Ikoku College of Education Owerri

COE, Akamkpa

COE Arochukw 6 8 3 -1. T?' .* ' ' ' z ' '

College of Education Wani

Total

No of Home Economics Lecturers --

8

8

7

6

7

8

8

10

9

10

6

3

10

Qualification

B.Sc. B.Ed, MEd.

B.Sc. M Ed.

B.Sc. B.Ed- M.Ed.

Sources: National Commission for College of Education NCCE 2000-200 1

APPENDIX D

Distribution of final year Home economics NCE Students

Colleges of Education (Federal & States)

FCE Technical Omoku

F CE, Eha-Anufi



FCE Obudu


COE Agbor


COE Port Harcourt

Alvan Ikoku COE, Owerri

COE, Akamkpa

COE, Arochukwu

COE Warri , ' , I . . T ,>. , * . ) > ' .

Total

No of Final Year Home Economics Students. Qualification

W,A,S.C, T.T.C

WASC

WASC

IVASC

WASC, T.T.C

WASC, T.T.C

WASC, T.T.C

WASC

WASC

WASC

WASC

WASC

WASC, T.T.C.

APPENDIX E

Distribution of Environmentat Education Lectures - -

Colleges of Education

FCE Technical Omoku


Alvan Ikoku COE, Owerri

COE, Akamkpa .-

No of Environmental Education Specialist

Qualification

M.Sc, Ph.D.

M. Ed

M.Ed.

M.Ed.

Total

Other Environmental Educatio~i EE specialist were drawn from list of

Environmental Education EE Cumculum planners Dec 1996-1998 (NERDC) Total 35

see Appendix D (list of Environmental Education C,umcuculu Development Workshops,

1996, 1998).

5 1

APPENDIX F

List of Participants at the EE Curriculum Development Workshops (NERDCJUNEP, 1996,1998)

Mr. M. Nwachukwu, Sacred Heart Private School, Ring Road, Ibadan

Mrs. G R. Onifade, Government Secondary School, Gwagwalada, Abuja.

Mr. P.T. Oladapo, Lagos State College of Education, Oto - Ijanikin.

Dr (Mrs ) O.O.Busari, University of Lagos, Lagos

Mr. M.B. Lawal, Lagos State Env. Protection Agency, Lagos.

Prof. U.M.O. Ivowi, NERDC, Sheda, Abuja.

Prof. J.C Ododo, Federal University of Technology, Yola.

Mrs A. A Mohammed, N.C.F., Lasos.

Dr. G. Nwakpele, Federal Min. of education, Lagos

Mrs. E. A Omole. NERDC, Sheda Abuja.

Dr. (Mrs.) Lucy Ekwueme, University of Lagos, Lagos.

Mr. Hasaini Dauda, FEPA. Abuja

Mrs. Funke Babade, FEPA, Abuja.

Engr. Shekoni, Lagos State Env. Protection Agency, Ikeja.

Mr. D 0. Ihedioha, Nig. Evn. Study/Action Team, Ibadan.

Mrs. G.N Solomon, N.C M.A.N.E. Abuja.

Mr. J.O. Ojo - Ajibare. FCT (Technical) Akoka, Lagos.

Mr. J.O.Olatnnde, CommandkSmnda~ SchaoI, Ibadan.

Mr L.D. Jimoh, Lagos State Colleges of Education, Oto- Ijanikin

Dr Abdullah Mansaray, University of Ibadan, Ibadan.

Alhaja R.A. Yinusa, Kwara State Ministry of Education, IIorin I 4 - ..

Dr. E.N. Ezeanya, NERDC, Abuja.

Mr. 0 A Adara, NERDC, Abuja

Prof (Mrs.) J. Okpala, University of Nigeria, Nsukka.

Gp. Capt A. Sapara, TTG, Nigeria Air force, Kaduna.

Dr. S.C .@. A. Ezeji, University of Nigeria, Nsukka.

Mr. V.O. Eguabor, NERDC, Sheda Abuja.

Dr. (Mrs.) [email protected], NERDC, Lagos

Mr. James Kyazze, UNESCO Subregional Office, Lagos.

Prof L. Oyebande. Faculty of Environmental Sciences, Univ. of Lagos.

Prof S .0 Olaitan, University of Nigeria, Nsukka.

Mal. Shehu Mohammed, Kaduna State Env. Protection Agency, Kaduna.

Dr. (Mrs.) U. Okoye, Anambra State Education Commission, Awka.

L$'ource: Nigeria Education Research And Development Council 1996.

Zone

APPENDIX G

Index to Composition of Zones

Constituent States S. W Ekiti, Lagos, Ogun, Ondo, Osun Oyo.

S . E Abia Anambra, Ebonyi, Enugu, Imo.

N W Jigawa, Kaduna, Kano, Katsina, Kebbi, Sokoto, Zamfwa

N.E Adamawa, Bauchi, Borno, Gombe, Taraba, Yobe

M.B Benue, Koji, Kwara, Nassarawa, Niger, Plateau, FCT

S S Akwa Tbarn, Bayelsa, Cross River. Delta, Edo. Rivers

Prepared by

Zonal Consultative committee PTF Zone 2.

APPENDIX H

Letter to Experts for Face Validation of the Instrument

Department of Vocational Education University of Nigeria Nsukka.

15th July, 2002.

Dear Sir1 Madam,

REQUEST POK VALIDA'TION OF INS'L'KUMENT

I am a post graduate student in the Department of Vocational Teacher Education

(Home Economics) University of Nigeria Nsukka. I am currently undertaking a research

pro-ject aimed at integrating Environment Education into NCE Home Economics

Curriculum in Nigeria. Attached are draft copies of the instruments, the purpose,

research questions and hypothesis. You are please requested to vet the items for clarity

and appropriateness of items in measuring what they are to measure. I will also be most

grateful for other comments and suggestions.

Thank you very much.

., ,,. ..l. G ' . . . . I > ' .

Yours faithfully,

Ukwe Uzoamaka (Mrs.) PG Ph.D 1997123921

APPENDIX I

SUGGESTJONS MADE ON THE ORIGINAL INSTRUMENT

SOURCE

Section A: Personal data

Section B: Specific EE objectives

Section C: Learning experience

Section E: Instructional materials

Section F: Evaluation activity

SUGGESTION MADE

Delete question 1 -5 and restructured.

Itemize all the objectives and state in behaviour term.

Itemize all the learning experiences and restate the statement

:Delete item 1.1

Delete and restructure

CHANGES MADE

Questions 1-5 deleted And restructured.

Objectives itemize in detail and statement change To behaviour term

Learning experiences itemized and statement restated.

Item 1 1 deleted and replaced with flow chart

Deleted and restructured.

APPENDIX J

QIJESTIONNAIIZE ON INTEGRATION OF ENVIRONMENTAL EDUCATION INTO

HOME ECONOMICS CURRICULUM

SECTION A PERSONAL DATA

Please, indicate your status with a check

You are: - - A Home Economics Lecturer I I - An Environmental Education Specialist 11

u - A final year NCE student

Your years of experience in school system are:

- I - 5 Years

- 11 - 15 years 1-1 - 16 - 20 years 1-1 - .Above 20 years -1

Your sex is:

- Female 1-1

- 15-20 years 0 - 21 - 25 years

- 26 - 30 years * .>

- 31 -35 years 0"

- Above 3 5 years

Your Location is: -

- Anambra State ]I - Enugu State E l

- Bayelsa State 0 - Edo State 0

- Abia State 11

- Ebonyi State (1

- Delta State

hkwa lbom State 0 - Cross River State I 1

- Rivers State. IPI

6. Your qualification is

- SSCE/TTC/ATC 1-1

- Others please specify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Please, indicate with a check 0 4 the extent of agreement of each of the following

pessible Environmental Education Objectives, learning experiences, instructional

methods, instructional facilities, evaluational activities for integration into Home

Economics programme at NCE level using the following key.

(i) Strongly agree - SA (5)

(ii) Agree - A (4)

(iii) Undecided - uND (3)

(iv) Disagree - 0 (2)

(v) Strongly Disagree - SD (1)

SECTION B

SPECIFIC EE OBJECTIVES TO BE USED FOR INTEGRATION INTO NCE HOME ECONOMlCS CURRICULUM

SIN . . -. - . . - - .. -

Specific EE Objectives student I Strongly should be able to I Agree

Discuss components of the environment

Explain factors that degrade the physical environment and threaten the family.

Prevent environmental degradation for family survival

Promote sustainable environmental management in households

Preservation of natural resources bv households. I Evaluate environmental management practices of households.

Appreciate proper management oractices of households.

Undecided Disagree Disagree I stlrndr

,A,,... kt. ,2

Others (please specify) . , * . , a ' .

SECTION: C (1)

LEARNTNG EXPERlENCES TO BE EMPLOY TN ACHTEVTNG ENVIRONMENTAL EDUCATIONAL OBJECTIVES.

Learning Expcricnces for Achieving EE Objective I:-

Component of Environment)

Discussing landflithosphere, including mountains, hills valley, caves, plateaus etc. and how they relate to the family.

Identifying various waterlhydrosphere, such as rivers, seas, oceans.

Discussing importance of air

Discussing the negative and positive roles of micro- organisms in family living. Discussing man-made features, roads, buildings, dams and associated

blems. Pro--..

Others, (please specify). . & ,, . . - 3

Undecided Disagree Strongly Disagree

SECTION: C (ii)

LEARNING EXPERIENCES TO BE EMPLOY IN ACHIEVING ENVIRONMENTAL EDUCATIONAL OBJECTIVES

Learning experiences for achieving EE objective 2:

Discussing soil erosion menace (causes, management & prevention)

Suggesting lmproper land management practices for households

Identieing environmental threats to household food security.

Criticizing solid and liquid waste management practices of households.

Explaining effects of desertification and threat to marginal lands on food production and family.

Discussing effects of indiscriminate felling of trees/deforestation/ loss of vegetation in household food security .

,, . . "i .1'

identifying sustainable practices for exploitation of water and land resources.

Explaining effects of terrestrial rain-fall, flooding and soil el osion on household.

Examining the effects of various fonr.s of atmospheric pgution -- on households.

Explaining the effects of depletion of ozone layer and the discharge of chlorofloro carbons on health of individuals and families

Analyzing the effects of

Strongly Agree

-

2.r

, I - ..

Agree

destruction of ecosystem and loss of biodiversity on human life. -

Others, (please specie).

SECTION C (iii)

LEARNING EXPERIENCES TO BE EM ENVIRONMENTAL EDUCATIONAL 0

"LOY IN ACHIEVING B JECTIVES.

Please indicate the degree to which you agree with the following statement. SA =

Strongly Agree; A = Agree; U = Undecided; D

Learning Experiences for Achieving EE objective 3

Discussing government policies 1

Strongly Agree

Suggesting strategies for protection of biodiversity.

Discussing proper practices for management of domestic industrial wastes

and decrees on environrne~~t

.-

Analyzing the need for groper ,.,*;. . 9 .*.% .,, management of rmnlng plts for farnikwell -. - --- being -- -- - -. I Discussing of indiscriminate clcaring of lands including animal grazing and its effect on food securit .

Analyzing the importance of sustainable oil prospect ion and mining of mineral resources for healthy community and households.

Suggesting appropriate water harvesting and management strategies for the households. 1.

. .:

Disagree; SD = Strongly Disagree.

Undecided Disagree Strongly Disagree

SECTION C (iv)

LEARNING EXPEFUENCES TO BE EMPLOY IN ACHIEVING ENVIRONMENTAL EDUCATIONAL OBJECTIVES.

Please indicate the degree t o which you agree with the following statement. SA =

Strongly Agree; A = Agree; U = Undecided; D = Disagree; SD = Strongly Disagree

Learning experiences for achieving EE objective 4

Creating awareness on tree planting among households.

Explaining the use of environmentally fiicndly products and practices for improving family health.

Explaining utilizatiodabuses of new technologes and environmental degradation as a measure to care for on ., ,, .. .,,. ,!. .. destruction of environment.

Strongly Agree

Discussing Impact assessnlent practices and proper c m of industries by entrepreneurs.

Advocating for proper use of kerosene, gas and electricity in

Others, (please specifl). I

Agree Undecided Strongly Disagree Disagree

SECTION C (v)

LEARNING F,XPERTF,NCES TO BE EMPLOY IN ACHIEVING ENVIRONMENTAL EDUCATIONAL OBJECTIVES.


Strongly Agree; A = Agree; U = Undecided; D = Disagree; SD = Strongly Disagree.

Learning Experiences for Strongly Achieving EE objective 5 Agree

Discussing water treatment before distribution to the public and households.

I Identifling environmental problems as

the I they impact on household.

i Planning environmental sanitation programmes for home economics students I and households.

Discussing ways of preventing oil spillage for the benefit of families.

Discussing strategies for 1 preventing desertification to 1 improve food security.

___+_ Others, (please specify). . , I

Strongly

155

SEC'l'lON: C (vi)

LEARNTNG EXPERIENCES TO BE EMPLOY TN ACHIEWNG ENVIRONMENTAL EDUCATIONAL OBJECTIVES.

Please indicate the degree lo which you agree with the following statement. SA =

Strongly Agree; A = Agree; U = Undecided; D = Disagree; SD = Strongly Disagree

Evaluating environmental management programme in various settings eg. waste disposal in home.

Organizing environmental awareness programmes for families.

Learning Experiences for Achieving EE objective 6

Stronk Agree Agree

Others, (please specify).

Undecided

SECTION THREE (D)

LEARNING EXPERENCES TO B E EMPLOY IN ACHIEVING ENVIRONMENTAL EDUCATIONAL OBJECrIWES.

Please indicate the degree to which you agree with the followiiig statement. SA =


Learning experiences for achieving EE objective 7

Organizing environmental protection and clubs for Home economics students.

Suggesting advocacy strategies for environmental management in the home.

Developing environmental awareness and protection programmes for various groups; eg. Women in the community

Others, (please specify)

SECTION: (E)

INSTRUCTIONAL METHODS THAT CAN BE EMPLOYED



Achieving Specific EE

/ 1. I Lecture

I 4. I Simulation and earnes

2.

1 5 . 1 Role playing

6. Project works

Demonstration ----

7. Reading and story telling h

3. 1 Discussion

/ 8 ( Interview I LI Igdivjdualized instruction

Student's reports; e.g. symposium panel forum and.

I colloauium

,

1 l2 / Dramatic

1 0

Superc~ised study

Independent study method

13

pl? Learning package

Laboratory.

1 19 / Discoverv

1 8

Strongb' Agree 1 Undecided 1 Disagree 1 Agree

Brain storming

SECTION: F

LNSTRZJCTlONAL MATERIALS NEEDED T BE EMPLOYED IN ACHIEVLNG OBJECTIVES INTO HOME ECONOMICS PROGRAMME.



8.

9.

10

1 1

12

13

14

15

16

- 6 ,, a * 7 ,, s

Video tape

Diagrams

Tape recorder

Flow charts

Film show

Prints

Instruc tion-a1 guide

Teacher's guide

Thematic models - -- -- -

I < .L

I

-- - - .- -- -.

Student Hand book on EE

Projected and non projected Aids

Other (please specify)

SECTION: G

THE EVALUATION ACTIVITIES THAT COULD BE WTEGRATED INTO HOME ECONOMIC PROGRAMME


Strongly Agree; A = Agree; U = Undecided; D = Disagree; SD = Strongly Disagree,

True-False

Evaluation

Short answer's questions

Interviews

Stmngl~ Agree

Opinionnaires

A~~

. 4 ,,. . " l . .I'

Case studies . * . I i ) ' .

Self reference testinrr I I

Anecdotal s

Multiples -

Questionnaires

.+

Projects - - . on ----- EE - topics . - . .- . - i -.-

Continuous assessments

Essaytype questions or

Strongly Undecided Disagree Disa

multide choices

Seminars

Direct observations

Rating scale on tree planting -

Others (please specie):

ANOVA

Sum of

-- - - -. - -- Squares .. df M e a 3 u m - e - ENVOBJ1 Between Groups .243 2 1 2 2

Within Groups 284.568 401 .7 10 Total 284.812 403

ENVOBJ2 Between Groups 4.426 2 2.213 Within Groups 260.897 387 .674 Total 265/323 1 389

ENVOBJ3 Between Groups 2.264 1 2 1.132 Within ~ r o u ~ s 1 372.004 / 392 1 .949 Total 374.268 394

ENVOB J4 Between Groups .864 2 .432 Within Groups- 230.332 395 .583 Total 231.196 397

ENVOBJS Between Ch-oups 5.656E-02 Within Groups 360.071 Total

"' 900

360.184 ENVOBJ6 Between Groups .639 2 .3 19

Within Groups 262.565 404 .650 Total 263.204 406

ENVOBJ7 Between Groups .8 15 .408 Within Groups / 275.626 1 40; ( .689 Total / 276.442

40:l 33318 LEAREXPZ Between Groups ) 6.637 Within Groups- 1 421.061 1 397 / I ,061 Total 427.698 399

LEAREXP2 Between GFoups -? & . l a ' 1 :898 2 .949

Total 334.020 401 LEAREXP3 Between Groups 1.851 2 .925

Within Groups 1 2766.393 1 395 1 7.004 . Total 2768244 1 397

- .+

LEAREXP4 Between Groups .355 1 2 Within Groups 256.205 397 .645 Total / 256.560 / 399 1

LEAREXP5 Between Groups .444 A 3 ,222 Within Groups 195.754 382 .512 Total " 196.197 --- mu- 384

LEAREXP6 Between Groups ,397 2 198 Within Groups 389.171 404 ,963 Total 389 568 406

LEAREXP7 Between Groups 4.037 2 2.019 Within Groups 424.960 395 1 .076 Total 428.997 397

L E W X P 8 Between Groups Within Groups 375.470

Within Groups 339.137 Total 345.414

LEAREXP 10 Between Groups 4.824 Within Groups 435.077

439.901

M7ithin Groups 434.978 Total 442 088

LEAREXP 12 Between Groups 3.466 Within Groups 440.502 Total 443/968

LEAREXP 13 Between Groups 1.308 Within Groups 418.800 Total 420.1 09

LEAREXP 14 Between Groups Within Groups 432.315 Total 432.440

LEAREXPI 5 Between Groups .705

1 Within (iroups- 1 397.345 Total 398.050

LE AREXP 1 6 Between Groups 2.305 446.424

Total 448.729 LEAREXP 17 Between Groups 2.117

Within Groups 456.949 459.067

LEAREXP18 Between G r a ~ p s .,. ,,. .. 2:755 Within Groups 387.235 Total 389.990

1 LEAREXP 19 Between Groups Within Groups Total ,!i:g

LEAREXP20 Between Groups Within Groups 338.997 Total 339.323

LEAREXP2 1 Between Groups 3.944 Within Groups 418.1 19 Total 422.062

Within Groups 432.640 439.503

LEAREXP23 Between Groups 7.834E-02 Within Groups 366.186 Total 3 66.264

LEAREXP24 Between Groups 1 .08 1 W i t Groups 373.806 -3 :'. Total 374.887

E A R E x P ~ ~ Between Groups 4.352 2.176 Within Groups 351.049 384 .914 'rotd 355.401 386

LEAREXP26 Between Groups 27.437 2 13 719 Within Groups 2897.970 387 7.488 Total 2925.408 389

LEAREXP27 Between Groups 5.815 2 2.908 Withill Groups 454.071 393 1.155 Total 459.886 395

LEAREXP28 Between Groups ,665 2 ,333 Within Groups 398.700 389 1.025 Total 399.365 391

LEAREXP29 Between Groups 2.735 2 1.358 Within Groups 256.237 1 394 ,650 Total 258.972 1 396

LEAREXP30 Between Groups .658 / 2 .329 Within Groups 1 248.486 1 394 1 .63 1

Within Groups I 21 4.995 1 i3: 1 ,547 Total 21 7.727

LEAREXP32 Between Groups 3.134 2 1 .567 Within Groups 294.370 392 .751 Total 297.504 394

LEAREXP33 Between Groups 2.967 2 1.484 Within Groups 350.525 385 .910 Total 353.492 387

LEAREXP34 Between group^,, . , , ,. ,,. , ,,.629. 2 .3 15 - I

Within Groups 392.843 385 1.020 Total 393.472 387

LEAREXP35 Between Groups .54 1 2 .271 Within Groups 315.902 394 ,802 Total 316.443. 396

LEAREXf33b Between Groups '3. 6WL ' 2

Within Groups 327.955 399 Total 331.624 401

LEAREXP3 7 Between Groups 1.853 ,926 Within Groups ( 272.51 l / 39; ( ,685 Total 274.364 400

LEAREXP38 Between Groups 3.690 2 1.845 Within ~ r o u ~ ~ 1 324.338 1 393 / 825 Total 328.028 395

LEAREXP39 Between Groups .203 2 ,101 Within Groups 270805 / 677 Total - 1 - . - - 271 007 .

APPENDIX L

COMPUTER PRINTOUT OF RELIABILITY TESTS

* * * * * * Method 1 (space saver) will be used for this analysis ** * * * *

R E L I A B I L l T Y A N A L Y S I S - S C A L E ( A L P H A )

N of Statistics for Mean Variance Std Dev. Variables

SCALE 412.8571 383.4762 19.5825 98

Reliability Coefficients

N of Cases 7.0 N of items = 98

Alpha - - .83 98

Reliability

* * * * * * Method 1 (space saver) will be used for this analysis * * * * * *

R E L I A B I L I T Y A N A L Y S I S - S C A L E ( A L P H A )


SCALE 30.82 14 7.6336 2 .7629 7


N of Cases = 28.0 N ofItems = 7 ,,,, ,.kT. \ ? . . * & . ) a ' .

Alpha - - .7152

Reliability

* ** ** * Method I (space saver) will be uhed f$ this analysis ** ****



SCALE 162.3636 89.861 5 9.4795 3 9


N of Cases - 22.0 N of Items - 39

Alpha - - .7379

Reliability

* * * * ** _Method 1 (space saver) will be used for this analysis * * * * * *



SCALE 82.3 158 36.2281 6.0190 18


N of Cases = 19.0 NofIterns= 18

Alpha - - ,8469

Reliability

** **"* Method Z (space saver) will be used for this analysis ******

R E L I A B l L l T Y A N A L Y S I S - S C A L E ( A L P H A )


SCALE 74.476% 74.9619 8.658 1 19


N of Cases = 22.0 N of Items = 19

Alpha - .7889

., ,, . . . I . ~ 1 . .. . . I * '

Reliability

* * * * * * Method 1 (space saver) will be used for this analysis ** * ***

R E . L I A B I L 1 T Y ANPL-Y.;SIS - S C A L E ( A L P H A )


SCALE 60.9000 46.2000 6.7971 15

Reliability CoeEcients

N of Cases - 20.0 N of Items = 15

Alp ha - - ,7969