INTRODUCTION
Background of the
Study
Environmental
education (EE) has become increasingly important in addressing global
environmental challenges, particularly in the context of education for
sustainability. The effective delivery of environmental education in schools
depends significantly on the capacity of teachers to integrate environmental
concepts into their teaching practices. In Nigeria, where environmental issues
such as deforestation, desertification, flooding, and pollution are prevalent,
equipping teachers with the knowledge and skills to teach environmental topics
in Basic Science and Technology (BST) is crucial for fostering environmental
stewardship among students (Olaitan, 2017).
Teacher professional
development (PD) is widely recognized as a key factor in improving
instructional quality and student learning outcomes. Professional development programmes focused on environmental education provide
opportunities for teachers to update their knowledge, enhance their pedagogical
skills, and incorporate innovative teaching strategies that promote
environmental awareness (Gokmenoglu & Clark,
2015). Such programmes are essential for helping
teachers develop a comprehensive understanding of environmental issues and
sustainability, as well as for preparing them to engage students in meaningful
learning activities that connect classroom concepts to real-world environmental
challenges.
Research highlights
the importance of continuous professional development for teachers,
particularly in subjects like environmental education, which is dynamic and
requires up-to-date knowledge of global environmental trends and local
challenges (UNESCO, 2017). Effective PD programmes
typically include workshops, seminars, and hands-on experiences that allow
teachers to engage with environmental topics in a practical and interactive
manner. Moreover, these programmes often emphasize
the development of critical thinking, problem-solving, and inquiry-based
teaching methods, which are essential for teaching environmental education
(Meagher, 2016).
In Nigeria,
professional development for teachers, especially those teaching BST, has
gained attention due to the rising need for integrating environmental education
into the national curriculum. Basic Science and Technology is a core subject at
the junior secondary school level and plays a vital role in shaping students'
understanding of environmental issues. However, studies have shown that many
Nigerian teachers lack the confidence, resources, and training to effectively
teach environmental topics (Olagunju & Abiona, 2018). This highlights the need for targeted
professional development programmes that focus on
environmental education to address these gaps.
Nigeria faces
significant environmental challenges that impact both rural and urban
communities, including climate change, biodiversity loss, and land degradation
(Okonkwo & Adeyemi,
2019). These challenges underline the importance of environmental education in
schools, as young learners are the future custodians of the environment.
However, despite the introduction of environmental education into the national
curriculum, many teachers remain ill-equipped to deliver these lessons
effectively. A lack of access to up-to-date teaching materials, limited
professional development opportunities, and insufficient knowledge about local
environmental issues have been cited as key barriers to successful
environmental education in Nigerian schools (Onwu
& Agu, 2020).
Research has shown
that professional development programmes tailored to
environmental education can significantly improve teachers' ability to deliver
environmental content in a way that is engaging and relevant to students' lives
(Tilbury, 2016). Such programmes
often cover topics such as local biodiversity, conservation practices,
sustainable resource use, and climate change adaptation, helping teachers to
contextualize global environmental challenges in a Nigerian setting.
Basic Science and
Technology teachers play a crucial role in shaping students' understanding of
the natural world and fostering a sense of environmental responsibility. In the
Central Senatorial Zone of Plateau State, where environmental degradation and
climate variability are significant concerns, the role of BST teachers is even
more critical. Through effective environmental education, teachers can help
students develop the knowledge, skills, and attitudes necessary to make
informed decisions about environmental stewardship (Olawale
& Uche, 2018).
Moreover, the success
of environmental education in promoting sustainable behaviors among students
largely depends on the preparedness of teachers to address environmental topics
confidently and competently. Professional development programmes
that focus on environmental education are instrumental in equipping teachers
with the tools and strategies needed to enhance student engagement and deepen
understanding of complex environmental issues (Adewale,
2021). The Central Senatorial Zone of Plateau State is an area that experiences
a wide range of environmental challenges, including soil erosion,
deforestation, and agricultural land degradation (Jibril
et al., 2020). Given these environmental pressures, it is vital that students
in this region receive quality education that equips them with the knowledge
and skills to tackle these issues. However, the effectiveness of environmental
education in schools depends largely on the teachers’ ability to integrate
environmental concepts into the teaching of BST. This study aims to assess the
effectiveness of professional development programmes
focused on environmental education for Basic Science and Technology teachers in
the Central Senatorial Zone of Plateau State.
Statement of the Problem
Environmental
education has been identified as a key component in addressing global
environmental challenges and fostering sustainable development. It equips
students with the knowledge, skills, and attitudes necessary to understand and
address complex environmental issues such as climate change, deforestation,
pollution, and biodiversity loss. In Nigeria, the introduction of environmental
education into the Basic Science and Technology (BST) curriculum at the
secondary school level is crucial, as it prepares students to engage with
environmental issues in a way that promotes environmental stewardship.
Despite the inclusion
of environmental education in the curriculum, there is evidence that many BST
teachers lack the necessary training, confidence, and resources to effectively
deliver environmental education (Olagunju & Abiona, 2018). Teachers play a pivotal role in shaping
students' environmental attitudes and behaviors, and their professional
capacity to teach environmental topics directly influences students'
understanding and engagement with these issues. However, in regions like the
Central Senatorial Zone of Plateau State, environmental challenges are
prevalent, and the need for effective environmental education is urgent.
Unfortunately, many teachers in this region have limited access to professional
development programmes that focus on environmental
education.
Professional
development programmes for teachers are essential in
building their capacity to integrate environmental concepts into their teaching
of BST. These programmes provide opportunities for
teachers to update their knowledge, enhance their pedagogical skills, and learn
innovative methods for engaging students with environmental topics. However,
the effectiveness of such programmes in Nigeria,
particularly in rural areas like the Central Senatorial Zone of Plateau State,
has not been extensively studied.
The problem this
study seeks to address is the lack of empirical evidence on the effectiveness
of professional development programmes focused on
environmental education for Basic Science and Technology teachers in the
Central Senatorial Zone of Plateau State. Specifically, there is a need to
understand whether these programmes are equipping
teachers with the necessary skills and knowledge to effectively teach
environmental education and whether they are positively influencing students'
environmental awareness and behaviors. Without this understanding, it is
difficult to assess the impact of teacher training on the quality of
environmental education being delivered in schools.
Purpose of the Study
The purpose of the
study is to assess the effectiveness of professional development programmes focused on environmental education for Basic
Science and Technology teachers in Central Senatorial Zone, Plateau State,
Nigeria. The study aims to achieve the following specific objectives:
- To
assess the impact of professional development programmes
on Basic Science and Technology (BST) teachers' knowledge of environmental
education in the Central Senatorial Zone of Plateau State.
- To
determine the influence of professional development programmes
on BST teachers' teaching practices related to environmental education.
- To
evaluate the effectiveness of professional development programmes
in fostering environmental stewardship among students of Basic Science and
Technology through improved teacher competence.
Research Questions
Based on the specific
objectives, the following research questions will guide the study:
- What
is the impact of professional development programmes
on BST teachers' knowledge of environmental education in the Central
Senatorial Zone of Plateau State?
- How
do professional development programmes influence
BST teachers' teaching practices concerning environmental education?
- To
what extent do professional development programmes
for BST teachers foster environmental stewardship
among students?
Hypothesis
H0: There is no significant relationship between
participation in professional development programmes
focused on environmental education and the improvement of Basic Science and
Technology teachers' teaching practices related to environmental topics in the
Central Senatorial Zone of Plateau State.
METHODOLOGY
Research Design
The study adopts a
descriptive survey research design. This design is appropriate for the study as
it seeks to collect and analyze data to describe the current state of BST
teachers’ knowledge, teaching practices, and students’ environmental
stewardship as influenced by professional development programmes.
Descriptive surveys are widely used in educational research to gather
information from a sample of respondents about their attitudes, behaviors, or
characteristics (Creswell & Creswell, 2018). This approach will enable the
researcher to assess the impact of professional development on teaching
practices and environmental education outcomes.
Population of the
Study
The population for
this study comprises all Basic Science and Technology teachers and students in
secondary schools located in the Central Senatorial Zone of Plateau State,
Nigeria. The schools included in the population are those that have
participated in professional development programmes
related to environmental education in the past three years. The population also
includes secondary school students in BST classes who are directly impacted by
the teachers' instructional practices.
Sample Size and Sampling
Techniques
The sample size will
consist of 200 BST teachers and 400 students from selected secondary schools in
the Central Senatorial Zone of Plateau State. Stratified random sampling was
used to select the teachers and students for the study. The Central Senatorial
Zone was divided into strata based on local government areas (LGAs), and within
each LGA, schools were selected randomly. This technique ensures that each
teacher and student in the population has an equal chance of being selected
while ensuring representativeness across different LGAs.
Instrumentation for
Data Collection
Data for the study was
collected using two research instruments:
- Teachers'
Questionnaire:
A structured questionnaire was developed for BST teachers. The
questionnaire will consist of two sections:
o
Section
A: Demographic information (e.g., age, gender, teaching experience, and
participation in professional development programmes).
o
Section
B: Items measuring teachers' knowledge of environmental education, changes in
teaching practices after professional development, and perceived challenges in
integrating environmental topics into the BST curriculum. The questionnaire
will include Likert-scale questions ranging from
“Strongly Agree” to “Strongly Disagree.”
- Students'
Questionnaire:
A separate questionnaire was developed for BST students. It will consist
of:
o
Section
A: Demographic information (e.g., age, gender, and class level).
o
Section
B: Items assessing students' environmental stewardship, including awareness of
environmental issues, engagement in environmentally friendly behaviors, and the
influence of their BST teachers' instruction on these behaviors.
Validity and
Reliability of the Instrument
To ensure the
validity of the research instruments, the questionnaires was subjected to both
face and content validation. Experts in educational research, environmental
education, and teacher professional development will review the items for
clarity, relevance, and alignment with the study’s objectives. Necessary
adjustments were made based on their feedback to ensure that the instruments
accurately capture the variables under investigation.
The reliability of
the questionnaires was tested using a pilot study conducted in a different
senatorial zone with similar characteristics to the Central Senatorial Zone of
Plateau State. Thirty teachers and fifty students were involved in the pilot
study. The internal consistency of the instruments was determined using Cronbach’s Alpha. A reliability coefficient of 0.7 and
above was considered acceptable for both questionnaires (Tavakol
& Dennick, 2011).
Procedure for Data
Collection
Ethical
considerations were observed throughout the study. Informed consent was
obtained from the teachers and students participating in the study, and they were
assured of the confidentiality of their responses. The researcher will also
ensure that participants have the right to withdraw from the study at any time without
any negative consequences. Data collected was used solely for the purposes of
the research.
The researcher will
obtain permission from the relevant education authorities in the Central
Senatorial Zone to conduct the study in secondary schools. Following approval,
the researcher will visit the selected schools to administer the questionnaires
to BST teachers and students. Prior to administering the questionnaire, the
researcher will explain the purpose of the study and assure respondents of the
confidentiality and anonymity of their responses. The questionnaires were
self-administered, allowing respondents to complete them at their own pace.
Data collection will take place over a four-week period.
Methods of Data
Analysis
After
data collection, the responses from the questionnaires were coded and entered
into the Statistical Package for the Social Sciences (SPSS) software for
analysis. Simple percentages were used in answering research questions while
Pearson’s correlation analysis was used to test the null hypothesis to
determine whether there is a statistically significant relationship between
teachers' participation in professional development programmes
and improvements in their teaching practices related to environmental
education. An alpha level of 0.05 was set for determining statistical
significance.
RESULTS
Research Question 1: What is the impact of professional
development programmes on BST teachers' knowledge of
environmental education?
This table presents the results of the statistical analysis
testing the null hypothesis. The p-value (0.001) is less than the alpha level
of 0.05, leading to the rejection of the null hypothesis. This suggests that
there is a significant relationship between participation in professional development
programs and improvements in teaching practices related to environmental topics
among BST teachers.
DISCUSSION
OF RESULTS
The results of this study indicate that professional
development programs focused on environmental education significantly enhance
the knowledge and teaching practices of Basic Science and Technology (BST)
teachers and foster environmental stewardship among students in the Central
Senatorial Zone of Plateau State, Nigeria. This discussion explores these
findings in relation to existing literature. The study's findings show a
remarkable improvement in BST teachers' knowledge of environmental education,
with post-training mean scores increasing from 47.9 to 77.9. This enhancement
aligns with the work of Jansen et al. (2019), who emphasize that targeted
professional development programs can bridge knowledge gaps among educators.
Their research highlights how ongoing training can equip teachers with the
necessary tools to integrate environmental concepts into their curriculum effectively.
Furthermore, the significant improvement in understanding environmental
concepts and issues supports the findings of Lau and Yip (2020), who argue that
professional development increases teachers' confidence and competence in
teaching environmental topics. By enhancing teachers’ knowledge, these programs
empower them to impart critical environmental education effectively to their
students, ultimately promoting environmental literacy.
The results indicate that teachers' implementation of
environmentally focused teaching practices improved substantially, particularly
in integrating environmental topics into the curriculum and employing outdoor
learning strategies. The increase in the percentage of teachers incorporating
these strategies from 28.3% pre-training to 68.3% post-training mirrors the
findings of DeWitt and Storksdieck (2015), who assert
that professional development that includes experiential learning components
positively impacts teachers' pedagogical approaches.
Moreover, the significant shift towards greater student
engagement in environmental projects (from 25% to 65%) reflects a growing
recognition of the importance of active learning in environmental education.
According to Wals and Corcoran (2018), hands-on
experiences in nature are critical for cultivating a sense of environmental
stewardship among students. The integration of outdoor learning experiences not
only enhances teachers' practices but also enriches the educational experiences
of students, fostering deeper connections to their environment.
The study revealed that professional development programs
significantly fostered environmental stewardship among students, as indicated
by increased participation in environmental activities and heightened awareness
of environmental issues. The findings show a post-program awareness increase
from 35% to 75%. These results support the assertions made by Chawla and Hart
(2016), who argue that effective environmental education encourages proactive
behaviors among students, such as participation in conservation activities and
increased environmental awareness. The correlation between enhanced teaching
practices and improved student stewardship behaviors underscores the vital role
teachers play in shaping students' environmental
attitudes. Research by Monroe et al. (2017) indicates that when teachers are
well-equipped to teach environmental content, they can effectively inspire
their students to take action, thereby contributing to a more environmentally
conscious generation.
CONCLUSION
This
study has successfully demonstrated the effectiveness of professional
development programs focused on environmental education for Basic Science and
Technology (BST) teachers in the Central Senatorial Zone of Plateau State,
Nigeria. The findings indicate significant improvements in teachers' knowledge
and pedagogical practices related to environmental education. Moreover, the
data suggest a corresponding enhancement in students' environmental
stewardship, reflecting the vital role that well-trained teachers play in
shaping students’ attitudes towards environmental issues. The positive
correlations established between teacher training and student engagement in
environmental initiatives underline the necessity for ongoing support and
development within educational frameworks.
The
results affirm the importance of professional development not only in equipping
teachers with essential knowledge but also in fostering a more engaged and
environmentally aware student body. As educators become more adept at incorporating
environmental topics into their teaching, they can instill a sense of
responsibility and stewardship in their students, thereby nurturing a
generation that is more conscious of their environmental impact. Consequently,
the study provides valuable insights for policymakers, educational
administrators, and teacher training institutions, emphasizing the need for
structured and comprehensive training programs that focus on environmental
education.
In
light of the findings, it is crucial to implement systemic changes within the
educational framework to ensure that environmental education is prioritized. By
enhancing the quality of teacher training programs, educational authorities can
foster a sustainable approach to environmental issues, ultimately benefiting
both teachers and students alike. This study serves as a foundation for ongoing
discussions about the role of professional development in education,
particularly in the context of environmental stewardship and sustainability.
RECOMMENDATIONS
Based on the findings of this study, the following
recommendations are proposed:
1.
Educational
authorities should design and implement comprehensive professional development
programs that are specifically tailored to address environmental education for
BST teachers, incorporating both theoretical knowledge and practical
applications.
2.
Schools
should prioritize the integration of environmental education into the Basic
Science and Technology curriculum, ensuring that it is a core component of
teacher training and student learning experiences.
3.
Educational
institutions should collaborate with environmental organizations and NGOs to
provide resources, training, and support for teachers and students involved in
environmental initiatives.
4.
Establish
a monitoring and evaluation framework to assess the impact of professional
development programs on teachers' practices and student outcomes continually.
This will help in refining the programs and ensuring they meet educational
needs effectively.
Suggestions for Further Study
Future research can build on the findings of this by
exploring the following areas:
1.
Conduct
longitudinal studies to evaluate the long-term impact of professional
development programs on teachers' practices and student environmental behaviors
over time.
2.
Investigate
the effectiveness of various professional development models in different
regions or countries to identify best practices in environmental education for
teachers.
3.
Explore
the influence of student-centered learning approaches in outdoor classrooms on
students' environmental attitudes and behaviors, assessing how these approaches
can complement traditional teaching methods.
REFERENCES
Adewale, J. G. (2021). Enhancing environmental education in
Nigerian schools: A focus on teacher professional development. Journal of
Education for Sustainable Development, 15(2), 165-180.
Adewale, J. G. (2021). Enhancing environmental education in
Nigerian schools: A focus on teacher professional development. Journal of
Education for Sustainable Development, 15(2), 165-180.
Chawla, L., & Hart, R. (2016). Youth-led initiatives
for sustainability: The role of educational settings. In: A. K. Hargreaves,
& M. A. B. Almerico (Eds.), Education for
Sustainability (pp. 183-199). Routledge.
Creswell, J. W., & Creswell, J. D. (2018). Research
design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
DeWitt, J., & Storksdieck, M.
(2015). Learning outside the classroom: The role of informal education in
environmental education. In: B. A. G. S. Martin, & R. S. D. Yager (Eds.), Teaching Environmental Education: The
Interdisciplinary Approach (pp. 115-129). Cambridge University Press.
Gokmenoglu, T., & Clark, M. A. (2015). Teachers’ environmental
literacy and practice: An international comparative study. International
Journal of Science Education, 37(1), 69-91.
Jansen, M., Kloot, B., & Van Dijk, J. (2019). Impact of professional development on teachers’
environmental education practices. Journal of Environmental Education,
50(1), 56-69. DOI: 10.1080/00958964.2018.1491926.
Jibril, M., Yusuf, A., & Danjuma, H.
(2020). Environmental challenges in Plateau State and implications for
sustainable development. Journal of Environmental Studies, 32(1),
115-129.
Jibril, M., Yusuf, A., & Danjuma, H.
(2020). Environmental challenges in Plateau State and implications for
sustainable development. Journal of Environmental Studies, 32(1),
115-129.
Lau, S., & Yip, W. (2020). Professional development
and environmental education: Enhancing teachers’ knowledge and practices. International
Journal of Environmental and Science Education, 15(2), 159-173. DOI:
10.21601/ijese.6978.
Meagher, S. M. (2016). Professional development in
environmental education: What works? Environmental Education Research,
22(6), 847-860.
Monroe, M. C., Plate, R. R., & Oxarart,
A. (2017). Using professional development to encourage environmental
stewardship among students. Journal of Environmental Education,
48(1), 36-47. DOI: 10.1080/00958964.2016.1191327.
Okonkwo, C., & Adeyemi, T. (2019).
Environmental challenges and education in Nigeria: Towards achieving
sustainable development goals. Journal of Environmental Sustainability,
14(3), 145-158.
Olagunju, O. & Abiona, I. A. (2018).
Challenges facing the implementation of environmental education in Nigerian
secondary schools. International Journal of Environmental Education and
Information, 39(4), 304-317.
Olagunju, O., & Abiona, I. A. (2018).
Challenges facing the implementation of environmental education in Nigerian
secondary schools. International Journal of Environmental Education and
Information, 39(4), 304-317.
Olaitan, O. L. (2017). The role of environmental education in
achieving sustainable development in Nigeria. Journal of Science and
Environmental Education, 18(1), 48-57.
Olawale, S. & Uche, C. (2018). The
need for environmental education in Nigeria's basic science curriculum. International
Journal of Educational Development, 27(4), 325-334.
Onwu, N. & Agu, P. (2020).
Environmental education in Nigeria: Current trends and future directions. International
Journal of Environmental Studies, 38(2), 203-218.
Tavakol, M., & Dennick, R. (2011).
Making sense of Cronbach’s alpha. International
Journal of Medical Education, 2, 53-55.
Tilbury, D. (2016). Environmental education for sustainability: A
review of national and international approaches. International Review of
Environmental Education, 23(2), 72-85.
UNESCO (2017). Education for Sustainable Development
Goals: Learning objectives. United Nations Educational, Scientific and
Cultural Organization.
UNESCO. (2017). Education for Sustainable Development Goals:
Learning objectives. United Nations Educational, Scientific and Cultural
Organization.
Wals, A. E. J., & Corcoran, P. B. (2018). Learning for
sustainability in times of accelerated change. Environmental Education
Research, 24(6), 1-12. DOI: 10.1080/13504622.2018.1458128.
