IOSR Journal Of Humanities And Social Science (IOSR-JHSS)

Volume 19, Issue 3, Ver. II (Mar. 2014), PP 30-34

e-ISSN: 2279-0837, p-ISSN: 2279-0845.
www.iosrjournals.org

Environmental Awareness Among Secondary School Students

Of Golaghat District In The State Of Assam And Their
Attitude Towards Environmental Education
Kumud Ghosh,
Assistant Professor, Education Department, Nakachari College, Nakachari – 785635, Jorhat – Assam.

Abstract: The present study attempts to study the level of environmental awareness and attitudes towards
environmental education among Secondary School students of Golaghat district in the state of Assam. The
sample consisted of 200 students which includes 100 boys and 100 girls. The Descriptive Survey Method was
employed for the present study. Environmental awareness, attitude and socio-economic scale was developed
and standardized for the present study. The data was statistically analyzed by using ‘z’ test and Karl Pearson’s
coefficient of correlation (‘r’). Environmental awareness and attitude towards environmental education among
the Secondary School male and female students was found not significant; but in case of rural and urban
student the attitude towards environmental education was found significant. The relationship between
environmental awareness and attitudes towards environmental education among the students was found strong
and positive.
Key Words: Secondary School, Environmental awareness, Attitude, Socio-economic status.

I. Introduction:
Mankind‟s encounter with the environment is as old as the man himself. Since the evolution of man on
the earth he has been dependent on the environment. Initially need of man limited and small; therefore, the
activities of man did not affect the environment. But slowly human being settled down and civilized himself and
learnt to cultivate. Over recent decades, global problems relating to degradation of natural resources and
pollution have increased dramatically. Natural resources are depleted by excessive use.
Environment is the sum total of all conditions and influences of the development of the life of human
being and other organisms. It includes air, water, land dynamically the interrelationship that exists between
these and human beings; other living creatures, plants, microorganisms and property. The word environment
embraces the conditions or influences under which any organism or thing exists, lives or develops. All these
may be placed into three divisions such as the set of physical conditions affecting and influencing the growth
and development of an individual and community; the social and cultural conditions affecting the nature of an
individual or community; and the surroundings of an inanimate object of intrinsic social value. Therefore,
environment includes all the conditions, circumstances and influences surrounding and affecting an organism or
a group of organisms (Trivedi and Raj, 1992). So, it may be stated that the concept of environment in its
totality is a complex one, far ranging in its implications and challenging to our understanding.
Over the last 50 years, environmental education (EE) has been one of the main interests of school
organizations, local communities, the private sectors and local governments. These organizations have been
demanding that schools should include EE in the curriculum of education. Many authors name the 1960s as the
decade when EE started to develop in response to the world‟s growing awareness about environmental
problems. Others believe that EE grew from the movement that existed from the beginning of the last century
such as nature study, conservation and outdoor education (NACD, 1998).
One of the most widely accepted definitions of EE was given in the Tbilisi Declaration which was
developed at the international conference of environment educators, sponsored by UNESCO in 1977.
Environmental education was defined there as „ learning process that increase people‟s knowledge and
awareness about the environment and associated challenges, develops the necessary skills and expertise to
address the challenges, and fosters attitude, motivations, and commitments to make informed decisions and take
responsible action‟ (UNESCO, 1978). According to this declaration, environmental education is seen as a life-
long process that is interdisciplinary and holistic in nature and application. It concerns the interrelationship
between human and natural systems and encourages the development of an environmental ethic, awareness,
understanding of environmental problems, development of critical thinking and problem solving skills.
MacGregor (2003) believes that the Tbilisi definition was based on the definition developed by Stapp et al.
(1969), because William Stapp influence in creating and shaping the Tbilisi EE conference (Bartosh, 2003).

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 Environmental Awareness Among Secondary School Students Of Golaghat District In The

The term environmental awareness has a broad meaning. It not only implies knowledge about
environment but also values and necessary skills to solve environmental problems. Moreover, environmental
awareness is the initial step ultimately leading to the ability to carry on responsible citizenship behaviour
(Sengupta, Das and Maji, 2010). Environmental education is a process of identifying values and clarifying
concepts in order to develop skills and added tools necessary to understand and appreciate the inter-relationship
among man, his culture and his bio-physical surroundings.
A number of research works have been taken up in this respect. But being a location specific issue,
research on environmental education should be undertaken in different parts of the country for developing a
clear understanding and perspective of the issues involved. Rajput et al. (1980), made an attempt to identify the
awareness of children of primary level, towards the scientific and social environment. The study revealed that
only one of the four group (2 schools X 2 Class) were significantly different on Environmental awareness at
pretest stage, whereas at the post test stage two experimental group were significantly better than the control
group Paramjit (1993) conducted a study on “Environmental Awareness among the student of Different Socio-
Economic status”. The finding revealed that environmental awareness was more among boys of better socio-
economic status whereas among girl, it was observed that the girls of lower socio-economic status had more
environmental awareness as compared with boys. Study of Sebastian and Nima (2005) showed that science
students have more awareness of biodiversity and its conservation than other students. Fisman, L. (2005), Study
Showed that the local environmental awareness found only among students living in high socio-economic
neighborhoods.

II. Justification of the study:

Over recent decades, global problems relating to degradation of natural resources and pollution have
increased dramatically. Natural resources are depleted by excessive use. Fresh water scarcity on a global scale,
deforestation, degradation of river areas, soil depletion and loss of biodiversity, are some of the problems that
have become a major concern. Air and water pollution have reached such levels that have already resulted in
serious health problems, as well as negative impact on the environment, and inevitably influencing prospects for
long-term economic growth. Awareness is essential to solve these problems. On the otherhand, without a
positive attitude towards environmental education as subject, our Secondary schools will not be able to motivate
our future generation to take environment related problems as challenge. That's why the present venture had
been made in this direction to study the environmental awareness and attitude towards environmental education
among the Secondary School students.

Objectives of the Study:

Major objectives of the present study are:-
1. To study the environmental awareness and attitude towards Environmental Education of Secondary
School students of Golaghat district in the state of Assam.
2. To study the environmental awareness and attitude towards Environmental Education of rural and urban
Secondary School students of Golaghat district in the state of Assam.
3. To find the relationship between environmental awareness and attitude among the Secondary School
students of Golaghat district in the state of Assam.
4. To find the relationship between environmental awareness and socio-economic status, environmental
awareness and academic achievement among the Secondary School students of Golaghat district in the state
of Assam.
5. To find the relationship between environmental attitude and socio-economic status, environmental
attitude and academic achievement among the Secondary School students of Golaghat district in the state of
Assam.

Hypothesis of the Study:

1. There is no significance difference in the environmental awareness among the Secondary School male
and female students of Golaghat district in the state of Assam.
2. There is no significance difference in the environmental awareness among the rural and urban Secondary
School of Golaghat district in the state of Assam.
3. There is no significance difference in the environmental attitude among the Secondary School male and
female students of Golaghat district in the state of Assam.
4. There is no significance difference in the environmental attitude among the rural and urban Secondary
School of Golaghat district in the state of Assam.

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 Environmental Awareness Among Secondary School Students Of Golaghat District In The

Delimitations:
1. The study is limited to secondary schools in Golaghat district of Assam only.
2. The study is limited to 200 students only.
3. The study is limited to the awareness of students belonging to Secondary Schools in Golaghat
district of Assam on environment and their attitude towards environmental education only.
4. The study is limited to the non-cognitive variables like Sex, Socio-economic status and cognitive
variable like Academic Achievement, awareness and attitude of the students.

III. Methodology:
In view of the objectives of the present study, the researcher has adopted the Descriptive Survey
Method. The details are as under:

Sample:
In the present study, a sample of 200 students was selected by adopting the random sampling
techniques. Further, selected sample was divided into two segments of 100 students on the basis of sex and
settlement. Here, each segments consisting of students of the Secondary Schools in Golaghat district of Assam.
Equal representation of students has been ensured for sex and settlement.

Tools Used:
On the basis of the objectives of study following tolls were developed, standardized and used in the present
study:
(a) Environmental awareness scale (b) Environmental attitude scale (c) Socio-economic status scale:

Analysis of Data:
The data was statistically analyzed by using „z‟ test and Karl Pearson‟s coefficient of correlation („r‟).

IV. Result:
Major findings of the study have been discussed here.

Table 1: Environmental Awareness difference among the Students

Statistics Difference Between Z value Significance

Environmental Male and Female Students of 0.02 Not significant

Awareness Secondary Schools in Golaghat
District of Assam.

-do- Rural and Urban Students of 44.43 Significant at P < 0.01

Secondary Schools in Golaghat
District of Assam.

Table 1 shows that the „Z‟ value of environmental awareness between the male and female students of
Secondary Schools in Golaghat district of Assam are 0.02; which means that there is no any significant
difference in regards of environmental awareness between the male and female students. Therefore, the first
hypothesis is retained and interpreted that there is no significant difference in environmental awareness among
the Secondary School male and female students of Golaghat district in the state of Assam.
But, Table 1 show that the „Z‟ value of environmental awareness between the rural and urban students
of Secondary Schools in Golaghat district of Assam is 44.43; which means that there is significant (Significant
at P < 0.01) difference in regards of environmental awareness between the rural and urban students. Therefore, it
may conclude that there is no significant difference in environmental awareness among the Secondary School
rural and urban students of Golaghat district in the state of Assam. The second hypothesis is rejected and
interpreted that there is significant difference in environmental awareness among the Secondary School rural
and urban students of Golaghat district in the state of Assam.

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 Environmental Awareness Among Secondary School Students Of Golaghat District In The

Table 2: Environmental Attitude difference among the Students

Statistics Difference Between Z value Significance

Environmental Male and Female Students of 1.85 Not significant

Attitude Secondary Schools in Golaghat
District of Assam.
-do- Rural and Urban Students of 44.56 Significant at P < 0.01
Secondary Schools in Golaghat
District of Assam.

Table 2 shows that the „Z‟ value of environmental attitude between the male and female students of
Secondary Schools in Golaghat district of Assam are 1.85; which means that there is no significant difference in
regards of environmental attitude between the male and female students. Therefore, the third hypothesis is
retained and interpreted that there is no any significant difference in environmental attitude among the
Secondary School male and female students of Golaghat district in the state of Assam.
But, Table 2 show that the „Z‟ value of environmental attitude between the rural and urban students of
Secondary Schools in Golaghat district of Assam is 44.56; which means that there is significant (Significant at P
< 0.01) difference in regards of environmental attitude between the rural and urban students. It may conclude
that there is significant difference in environmental attitude among the Secondary School rural and urban
students of Golaghat district in the state of Assam. Therefore, the fourth hypothesis is rejected and interpreted
that there is significant difference in environmental attitude among the rural and urban Secondary School
students of Golaghat district in the state of Assam.

Table 3: Relation between Environmental Awareness and Environmental Attitude, Socio-economic

Status, Academic Achievement
Sample Relation between Coefficient of Degrees of p-value Significance
correlation(r) freedom, df
Environmental
All students awareness & 0.644031 198 P < 0.01 Strong
(200) Environmental Positive Co-
Attitude relation.
-do- Socio-economic
status and 0.661126 -do- Strong
Environmental Positive Co-
Awareness relation.
-do- Academic
achievement and 0.443973 -do- Positive Co-
Environmental relation.
Awareness

-do- Socio-economic
status and 0.473788 Positive Co-
Environmental -do- relation.
Attitude
-do- Academic
achievement and 0.242332 -do- Positive Co-
Environmental relation.
Attitude

Table 3 shows that the value of correlation between the environmental awareness and environmental
attitude of Secondary Schools in Golaghat district of Assam has come out 0.64. The value of „r‟ signifies the
relation between the two variables is positive and strong. Thus we conclude that if environmental awareness
among the Secondary School students rise it will lead to the further in positive attitude towards environmental
education.
Table 3 shows that the value of correlation between the socio-economic status and environmental
awareness of Secondary Schools in Golaghat district of Assam has come out 0.66. The value of „r‟ signifies the
relation between the two variables is positive and strong. Thus we conclude that if socio-economic statuses
among the Secondary School students rise it will lead to the further in positive environmental awareness.
Table 3 shows that the value of correlation between the academic achievement and environmental
awareness of Secondary Schools in Golaghat district of Assam has come out 0.44. The value of „r‟ signifies the
relation between the two variables is positive. Thus we conclude that if academic achievements among the
Secondary School students rise it will lead to the further in positive environmental awareness.
Table 3 shows that the value of correlation between the socio-economic status and attitude towards
environmental education of Secondary Schools in Golaghat district of Assam has come out 0.47. The value of

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 Environmental Awareness Among Secondary School Students Of Golaghat District In The

„r‟ signifies the relation between the two variables is positive and strong. Thus we conclude that if socio-
economic statuses among the Secondary School students rise it will lead to the further in positive attitude
towards environmental education.
Table 3 shows that the value of correlation between the academic achievement and attitude towards
environmental education of Secondary Schools in Golaghat district of Assam has come out 0.24. The value of
„r‟ signifies the relation between the two variables is positive. Thus we conclude that if academic achievements
among the Secondary School students rise it will lead to the further in positive attitude towards environmental
education.

V. Conclusion and Discussion:

The Secondary School students of Golaghat district of Assam possess strong positive correlation
between environmental awareness and attitude towards environmental education. The reason behind this fact
can be attributed that environmental education has been introduced as a compulsory subject in the curriculum.
The Hon‟ble Supreme Court of India (22nd November, 1991) had directed the state governments and education
boards to introduce environmental education as a compulsory subject at all levels of education (school to
college). The student of Secondary School is now-a-days in touch with the environmental content while learning
this subject; the students‟ ample knowledge and information about environmental concepts, its importance,
problems and solutions.
There is significant difference in environmental awareness among Secondary School students with
respect to the settlement. The students of rural and urban Secondary School are not equally aware about the
environment. The result of the conducted by Shahnawaj (1990) on „Environmental awareness and
environmental attitude of secondary and higher secondary school teachers and students‟ is also in line with the
findings of the present study.

VI. Educational Implications:

To protect and conserve the environment, emphasis should be given to Environmental Education in both
formal and non-formal system of education. In formal system of education, teachers play a very significant role
in developing a greater awareness about environment among students. This may bring radical change among the
students in the way of thinking, living and working.

References:
[1] Trivedi, P.R. and Raj, G. (1992): Concepts in Education. Akashdeep Publishing House, New Delhi.
[2] The National Association of Conservation District (NACD): Environmental education at a glance. League City, Texas; 1998.
[3] UNESCO (1978): Tbilisi Declaration (Final report of the International conference of EE: Tbilisi (USSR), 11-26 October 1977).
Paris: UNESCO.
[4] Bartosh, Oksana. (2003): Environmental Education: Improving Students Achievement. A thesis submitted in partial fulfillment of
the requirements for the degree of Master of Environmental Studies, The Evergreen State College, June 2003. P. 4.
[5] Sengupta, M., Das, J. and Maji, R. K. (2010): Environmental Awareness and Environmental Related Behaviour of Twelfth Grade
Students in Kolkata: Effects of Stream and Gender. Anwesa, Vol.5, No. 1-8.
[6] Rajput, J. S., Saxena, A.B. and Jadhao, V.G. (1980): A research Study in Environmental Approach of Teaching at Primary Level.
Third Survey of Research in Education (1978-1983), Edited by M.B. Buch, NCERT, 1987.
[7] Sengupta et al.(2010): Environmental Awareness and Environment Related Behaviour of Twelfth Grade Students in Kolkata:
Effects of Stream and Gender, Anwesa, Vol. 5 : 1 – 8, January 2010.
[8] Shahnawaj (1990): Environmental awareness and environmental attitude of secondary and higher secondary school teachers and
students, In NCERT (ed.) Fifth Survey of Educational Research - II, p. 1759.

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