UNDERSTANDING AND AWARENESS OF ENVIRONMENTAL POLLUTANTS AMONG SECONDARY SCHOOL STUDENTS IN BRASS LOCAL GOVERNMENT AREA, BAYELSA STATE.

UNDERSTANDING AND AWARENESS OF ENVIRONMENTAL POLLUTANTS AMONG SECONDARY SCHOOL STUDENTS IN BRASS LOCAL GOVERNMENT AREA, BAYELSA STATE. CHAPTER ONE INTRODUCTION 1.1 Background to the Study Education functions as a vital channel for transferring knowledge from one generation to the next, continually shaped by the prevailing values and norms of society. It involves passing down cultural heritage systematically while reinforcing socially acceptable behaviors and discouraging those deemed inappropriate. Education is considered the cornerstone of any progressive nation and a powerful tool to combat both ignorance and poverty (Ayuba, 2015). The growing appreciation of education’s role in fostering individual and communal development has led to increased awareness among people and communities. Across all cultures, education, especially in scientific disciplines, is expected to equip individuals with skills that benefit themselves and their communities. Ayuba (2015) describes the natural environment as the complex interaction between living organisms and non-living components such as sunlight, air, water, and soil. Understanding and preserving one’s environment is crucial, given the strong interdependence among environmental elements—pollution in one area can affect other regions. A person's habitat is intricately linked to their life and well-being. The environment, including its living organisms, constitutes a dynamic and intricate system vital for survival, including human life. Agbor (2016) defines pollution as an unwanted change in the biological, physical, or chemical characteristics of water, soil, and air that may threaten human health. Pollution involves the introduction of harmful substances into the environment, disrupting the natural balance and posing risks to living beings. Ayodele and Olorunsola (2016) categorize pollutants into biodegradable and non-biodegradable groups. Biodegradable pollutants break down quickly via natural processes, whereas non-biodegradable pollutants degrade slowly or persist indefinitely in the environment. The current condition of the global ecosystem reveals significant environmental degradation, largely due to human greed and an excessive focus on economic gains without regard for the delicate balance between humans and nature. Environmental pollution manifests in various forms, including water and noise pollution, which significantly threaten the physical and mental well-being of students in schools. Ayodele and Olorunsola (2016) observe that noise pollution has escalated to unprecedented levels and is expected to worsen due to population growth and increased use of potent pollutants. Additionally, this trend is fueled by rising highway, rail, and transport activities, major contributors to environmental contamination. The health effects of such pollution are complex, long-lasting, and have both psychological and physiological impacts. To support effective learning, educational environments must be free from typical disruptions caused by environmental pollution. OCHA (2017) recommends that ideal educational institutions should be situated in quiet, peaceful locations to minimize student exposure to harmful environmental pollutants. Like homes and workplaces, schools serve as critical microenvironments that promote young people's cognitive, social, and creative development. Secondary schools, in particular, are expected to offer conducive environments for students’ holistic growth—including their intellectual, emotional, and physical well-being—by managing harmful elements such as noise and water pollution when necessary (Bisi-Onyemaechi, 2018). The researcher noted a lack of adequate and dependable knowledge regarding environmental pollution issues in secondary school settings, despite the negative impacts of such pollutants. Bisi-Onyemaechi (2018) points out that there is insufficient dissemination of environmental pollution information in Nigerian schools. This information gap limits students’ understanding and participation in environmental conservation, resulting in a lack of concern. Therefore, promoting environmental literacy in schools is essential to boost students’ awareness and encourage responsible environmental behavior. Such education should be embedded at all levels of the educational system, with special focus on secondary schools (Bisi-Onyemaechi, 2018). In Brass Local Government Area of Bayelsa State, secondary schools contribute to pollution and waste generation due to student activities, which not only degrade the environment but also harm its visual appeal and pose health risks. Brannstrom (2017) highlights a lack of public education efforts to raise awareness about health risks linked to uncontrolled waste disposal. Media campaigns about the dangers of littering appear inadequate, leaving many students unaware of how poor personal hygiene contributes to pollution. Ayuba (2015) emphasizes the importance of personal hygiene for health and environmental sustainability. Improper waste disposal, such as littering paper instead of using bins, adversely affects air, soil, and water quality. Consequently, this study aims to explore the awareness and knowledge of environmental pollutants among secondary school students in Brass Local Government, Bayelsa State. 1.2 Statement of the Problem Numerous conferences addressing environmental pollution have taken place locally and globally, reflecting widespread acknowledgment of the importance of environmental education. However, only a minority have clear, actionable strategies (Adubi, 2015). Many environmental educators lack practical experience or expertise in the subject, making it essential to provide proper guidance to secondary school students regarding environmental pollution (Adubi, 2015). Students often unknowingly contribute to environmental pollution through daily activities, leading to various environmental hazards. The insufficient environmental awareness observed in secondary schools is evident from their surroundings. The current challenge is identifying effective methods to impart accurate environmental knowledge to these students. Knowledge is a critical component of environmental education curricula. While acquiring knowledge about environmental issues is vital, it must be complemented by meaningful actions to achieve positive outcomes. Hence, this study seeks to investigate secondary school students’ awareness and knowledge of environmental pollutants in Brass Local Government, Bayelsa State. 1.3 Objectives of the Study This study aims to investigate the awareness and knowledge of environmental pollutants within secondary school environments in Brass Local Government, Bayelsa State. Specifically, the objectives are: i. To assess students’ awareness of the types of environmental pollutants in secondary schools in Brass Local Government, Bayelsa State. ii. To evaluate students’ knowledge of the causes of environmental pollution in secondary schools in Brass Local Government, Bayelsa State. iii. To examine students’ knowledge of the effects of pollutants in secondary school environments in Brass Local Government, Bayelsa State. 1.4 Research Questions The study will be guided by the following questions: i. What is the level of students’ awareness regarding the types of environmental pollutants in secondary schools in Brass Local Government, Bayelsa State? ii. What is the extent of students’ knowledge about the causes of environmental pollution in secondary schools in Brass Local Government, Bayelsa State? iii. What do students know about the effects of pollutants in secondary school environments in Brass Local Government, Bayelsa State? 1.5 Research Hypotheses The study will test the following hypotheses: H01: Students are not aware of the types of environmental pollutants in secondary schools in Brass Local Government, Bayelsa State. H02: Students’ knowledge of the causes of environmental pollution in secondary schools in Brass Local Government, Bayelsa State is low. H03: Students’ knowledge of the effects of pollutants in secondary school environments in Brass Local Government, Bayelsa State is low. 1.6 Significance of the Study The findings of this study will generate valuable knowledge for students and school authorities, enhancing their understanding of the relationship between environmental awareness and secondary school students. It will provide useful information to school administrators, teachers, and students to inform decision-making concerning environmental education, contributing to healthier and more productive learning environments. Additionally, the study could enlighten students about the importance of understanding environmental issues to promote sustainability. The results will help environmental educators and policymakers (government) assess the nature and scale of environmental problems, facilitating the development of policies that promote a harmonious relationship between humans and the environment. Furthermore, the findings will be beneficial to the academic community by contributing to existing literature on environmental education and pollution. 1.7 Scope of the Study This study focuses on the awareness and knowledge of environmental pollutants within secondary school environments in Brass Local Government, Bayelsa State. It will assess students’ awareness of pollutant types, knowledge of pollution causes, and understanding of pollutant effects in secondary schools within this area. The study is geographically limited to Brass Local Government in Bayelsa State. 1.8 Operational Definition of Terms Awareness: The knowledge or perception of a particular situation or fact. Knowledge: The facts, information, and skills gained through experience or education; theoretical or practical understanding of a subject. Environmental Pollutants: Chemicals introduced into the environment due to human activities that pose hazards to health.