This study examined the level of awareness and effectiveness of environmental education among tertiary students in Adeyemi College of Education, Ondo. A self- designed, structured questionnaire was used on a sample of one hundred (100) students to elicit information from them on their knowledge of environmental education. Mean, standard deviation and t-test were employed to analyze the data obtained. The findings revealed that most students were aware of the key environmental issues and they also understood the causes of some of these environmental issues. The findings further shows that students had ideas about the problems facing the effectiveness of environmental education. This data was used as a springboard for exploring ways by which environmental education (EE) in tertiary institutions might capitalize on student knowledge, and hence progress towards environmental action taking; and how this might occur through tertiary students being nurtured into the role of informed decision-makers and action-takers. Furthermore, it is therefore recommended that interactive teaching methodologies should be adopted in enhancing active teaching and learning of Environmental Education. The study finally concluded that environmental education in tertiary schools must be given equal importance like other conventional courses so that students who are the future citizens must be encouraged in eco- friendly activities for solving environmental problems.
In this period of economy set back and stagnancy, which has resulted into a frequent vociferous cry of the masses, we need other practical and workable channels that can bring forth economic revival and multiple employments for the masses. Hence, this study critically reveals and elucidates the unnoticed vocational aspects of physics and the principles guiding them. Some of these vocational packages in physics are electrical repairs or installation and electronic appliance repairs or assembling, building of local boat, setting up of solar panels. Other realistic skills identified and explained in this study include operation of optical service centers, production of mirrors, assembling of some optical instruments such as camera, periscope and projectors, installation of refrigeration and cold room gadgets, setting up of x-ray and ultrasound services etc. the barriers that limit physics education from fully reaching and realizing the desired apogee of vocational exploit, entrepreneurship, economic development and the mechanism required to remove the limitation were also emphasized in the study.
Created 2 years ago by Faith Igwe Emmanuel
Share this channel