ANALYSIS OF STUDENT KNOWLEDGE ON CLIMATIC CHANGE AND ENVIRONMENTAL PRESERVATION IN SOME SELECTED SCHOOLS

ANALYSIS OF STUDENT KNOWLEDGE ON CLIMATIC CHANGE AND ENVIRONMENTAL PRESERVATION IN SOME SELECTED SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Climate is the average weather condition over a thirty-year period. Many factors influence a region’s climate, including the amount of sunlight received, elevation above sea level, terrain shape, and proximity to the ocean. While all regional differences are averaged, the global climate of the planet is described as while. The amount of energy trapped in the system determines the global climate. This amount varies according to the climate. Martins (2017) defines climate change as a shift in the statistical distribution of weather over time periods ranging from decades to millions of years. Climate change is now a term that is commonly used to describe changes in modern climate, particularly in the context of environmental policy. It could happen.

be categorized as man-made climate change, also known as “global warning.” Around a hundred years ago, people began burning more coal and oil for residential factors and transpiration, releasing carbondioxide and other greenhouse effect gases into the environment and causing it to warm faster than in the past.

Climate change is caused by processes such as changes in earth orbits, mountain formation and continental drift, and changes in greenhouse gas condensations. The sun is the planet’s primary source of energy. Long-term and short-term variations in solar intensity have been shown to influence global temperature. The sun emitted only 70% of its current power three to four billion years ago. If liquid water did not exist on Earth,

The composition of the atmosphere had been the same as it is now. Minor differences in the Earth’s surface cause changes in the seasonal distribution of sunlight reaching the Earth’s surface and how it is distributed around the world. The annual averaged area of sunlight varies little, but the geographical and seasonal distribution can change dramatically (Francis 2017).

The three types of orbital variations are changes in Earth’s eccentricity, changes in the tilt angle of the Earth’s axis of rotation, and Earth axis procession. The process of transporting materials from the Earth’s crust and mantle to the surface is known as volcanism. Volcanic eruptions, geysers, and hot springs are just a few examples of volcanic processes that release gases and/or particles into the atmosphere. Anthropogenic influences are environmental changes caused by humans. In

The claim of causality of human influence on climate is direct and ambiguous in some cases, but less so in others. The increase in CO2 levels caused by emissions from fossil fuel combustion is the most concerning anthropogenic factor, followed by aerosols and cement manufacturing. Other factors, such as land use, ozone depletion, animal agriculture, and deforestation, are also of concern in their individual and combined roles.

Changes in habitation and agricultural patterns may have signaled climate change in the recent past. Climate change in various civilizations. Throughout the twentieth century, sea level rose by about 15cms due to melting glacier ice and the expansion of warmer sea water. According to models, sea level could rise by up to a meter.

By the end of the twenty-first century, he will have grown to 59cm. Coaster communities, moist land, and coral reefs are all linked. Although rainfall causes flooding in many places, average temperatures have caused more heavy rainfall in some areas.

1.2 THE PROBLEM’S STATEMENT

The study of climate change and environmental issues has been of great global concern in recent years; this can be easily attributed to ozone layer depletion, which has had and continues to have economic, social, and political consequences around the world. According to Waterloo (2015), extreme drought is becoming more common, with higher temperatures caused by rapid evaporation and increased dryness in some parts of the world. As the temperature rises, organisms may either relocate to cover habitat or die, resulting in a loss of biodiversity.

the ecosystem to shift. Tespian (2021) identified endangered species, coral reefs, and arctic animals as particularly vulnerable. Warmer temperatures have an impact on human health, with more heat-related deaths and allergy attacks as the season progresses. Because of the dissolution of CO2 in the oceans, sea water is becoming more acidic. Furthermore, as the world’s population approaches six billion and land, water, and ecosystem resources degrade due to overuse, climate change has an impact on agricultural ecosystems’ ability to provide sufficient food for the world’s people.

Agriculture and water resources are linked to climate if greenhouse gas accumulation in the atmosphere continues unabated, according to Matthew and Isreal (2018). Blue bells and quever trees are two examples of flora that have been impacted by climate change. As a result of climate change,

Changes in animal pole ward and elevational shifts linked with regional warning, as well as changes in animal pole ward and elevational shifts linked with regional warning, increase the likelihood of extinction for species that are unable to adapt or have restricted habitats. Environmental preservation, on the other hand, is the safeguarding of natural resources against damage caused by human contracts or specific human activities such as logging, hunting, and fishing, as well as the replacement of these activities with human activities such as tourism and recreation. Finally, it is critical to acknowledge that human actions are a reaction to climate change.

Although there is literature on climate change that is not relevant to secondary school students, there has been an ice of public awareness program in light of this, but the basic engorge of the work is the

Students in Lagos State’s secondary schools have a good understanding of this subject.

1.3OBJECTIVE OF THE STUDY

The broad goal of this study is to examine student knowledge of climate change and environmental preservation in a few selected schools. Other specific goals include:

i. Determine the level of awareness of climate change and environmental concepts among secondary school students.

ii. Determine whether secondary school students understand environmental concepts and climate change.

iii. Determine whether gender differences influence students’ knowledge of climate change.

iv. Determine whether the type of school (public or private) attended influences students’ knowledge of climate change.

v. Determine whether the school’s location (urban or rural) is a factor.