ASSESSMENT OF ENERGY LITERACY AMONG SENIOR SECONDARY SCHOOL STUDENTS

ASSESSMENT OF ENERGY LITERACY AMONG SENIOR SECONDARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

1.1 Background Of The Study

Energy is regarded as an omnipresent commodity in today’s world. Individuals and institutions (private corporations, governments, schools, colleges, and so on) both rely heavily on consistent access to usable energy in all forms ( Creighton and Dewey, 1916). Energy (electrical) has become a vital commodity for the human race in the twenty-first century (Assmann, 2002), and as a result, global warming has increased, threatening global safety. Literacy, or the ability to read and write, is a fundamental human right that serves as the foundation for lifelong learning. Literacy is defined as the ability to comprehend both the positive and negative aspects of a situation, and it is primarily acquired through formal education ( Claudio, 1988). Despite the fact that renewable energy, energy legislation, energy efficiency devices, and energy conservation measures have been widely implemented,

Energy education is one of the most important strategies for addressing future energy challenges, and it is being implemented in many countries around the world. Energy education is critical at all levels of education now and in the future. This field of energy is gradually being integrated into the school curriculum in many (developed/developing) supply.

To meet consumer expectations, almost all professions use energy as a commodity. As a result, energy was no longer considered a separate educational discipline, but rather integrated into some aspects (energy conversion, conservation, transmission, utilization, extraction, and distribution) of some disciplines (e.g., electrical, chemical, and mechanical engineering, as well as physics) based on their relevance to students at that level. Energy education is the process of informing the general public about energy, what it is, and how it can be used.

implies, as well as how to use and make energy decisions. Energy education should be classified according to the students or audience for whom it is intended. This education should not be limited to the classroom; instead, a concerted effort should be made to develop informal educational activities in order to reach out to a larger population. Energy-saving activities should be promoted on social media, and energy-saving advertisements, banners, and slogans should be encouraged. Garg and Kandpal (1995) investigate some of the most important aspects of energy education. Any educational program must have a broad purpose, and the proposed energy education system can follow the broad objectives listed below.

1.2 Problem Description

The majority of developing countries around the world, particularly those in Africa,

In the electricity generation industry, significant energy issues persist. Despite this, Nigeria, the study’s case study, has a higher percentage of its population living in areas with insufficient or no power. Though energy education is required all over the world, it is especially important in developing countries. Most developing countries have vast renewable energy resources that are either underutilized or unutilized to this day, depending on the country. Despite Nigeria’s enormous solar potential, its underutilization or non-utilization is visible in the country’s electricity industry. 2014 (Global Energy Network): Some of the characteristics available in developing countries that make energy education critical include:

Because most developing countries have excellent solar radiation potential, energy education is a critical step forward in resource development.

The majority of these countries

are also oil producers, and the majority of their inhabitants’ lack of energy knowledge prevents the country’s oil from being used to its full potential.

Only a few developing countries currently have special/specialized energy education programs in their educational institutions.

1.3 The Study’s Objectives

The primary goal of the study is to assess energy literacy among Nigerian senior secondary students. Which will be accomplished through the following specific goals:

(I) In Nigeria, assessing physics students’ general level energy knowledge.

(ii) Examining students’ energy cognition, energy behavior, and behavioral knowledge.

(iii) Based on observations of students’ eagerness to learn about energy-related issues,

(iv) Examining the demographic background of students in relation to their energy behavior, knowledge, and consumption rate, and

(v) Assessing the impact of

Class levels are compared to their energy literacy level.

1.4 Research Issues

The following research questions will help to achieve the aforementioned objectives.

(1) How well do Nigerian senior secondary school students understand energy?

(2) Is there a statistically significant link between students’ energy knowledge and their gender, school type, age range, and field of study?

1.5 The Study’s Importance

The study focuses on energy literacy among Nigerian senior secondary school students. The study also highlighted the difficulties associated with energy literacy, as well as certain underutilized and underutilized energy sources. It also demonstrates how to deal with these issues and raise energy awareness in Nigeria.

1.6 The Study’s Scope

The study focuses on assessing energy literacy.

Among Nigerian senior secondary school students.

1.7 Study Restrictions

The purpose of this research is to evaluate energy literacy among Nigerian senior secondary school students. Work of this magnitude or type cannot be completed without limiting research. As a result, several limitations were encountered throughout the course.

v Cost: the cost of thorough research is not something that a student can afford. The cost of the materials required for this work has risen, as has the transportation fee.

v Time: One of the constraints in carrying out this research work was a lack of time.

v Literature Scarcity: The research encountered some difficulties in gathering literature, particularly on the bank’s history and operations. This

are impeding the smooth operation of this project.

1.8 Terms Definition

Energy

Energy is the quantitative property that must be transferred to a body or physical system in order to perform work on it or heat it. The law of conservation of energy states that energy can be converted in form but cannot be created or destroyed.

Literacy

Literacy is defined as “specific ways of thinking about and doing reading and writing” with the goal of understanding or expressing thoughts or ideas in written form in some specific context of use.

1.9 Research Organizations

The first chapter contains the study’s introductory section, which includes the study background and the statement of the problem.

The research problem, the study objective, and the study scope.

The second chapter is a critical review of other literatures relevant to the study and its objectives, as well as the study’s theoretical framework. The third chapter discusses the methods of data collection, sampling, and data analysis used in the study. The fourth chapter focuses on the research findings, including an examination of how they relate to previous findings. The fifth chapter includes a summary of findings, a conclusion, and recommendations based on the research objectives.