ENVIRONMENTAL AWARENESS AMONG HAYATABAD

SCHOOLS STUDENTS

SADAF NAWAZ
Roll No. 1327
M.Ed

DISTANCE EDUCATION
UNIVERSITY OF PESHAWAR
Session: 2017-18
 ENVIRONMENTAL AWARENESS AMONG
HAYATABAD SCHOOLS STUDENTS

SADAF NAWAZ
Class No. 1327
M.Ed

Submitted to the institute of education and research, university of Peshawar in partial

fulfillment of the requirements for the award of the degree of Master in education.

DISTANCE EDUCATION
UNIVERSITY OF PESHAWAR
SESSION 2017-18

ii
 APPROVAL SHEET

Certified that the contents and form of thesis entitled “Environmental

Awareness among Haytabad Schools Students” submitted by Sadaf
Nawaz have been found satisfactory for the requirement of the degree of
M.Ed.

Internal Examiner: ______________________________

Dr. Arbab Khan Afridi

External Examiner: ___________________________

Dr. Arshad Ali

Director: ___________________________
Prof. Dr. Taj Muharram
Institute of Education & Research
University of Peshawar

Date: 05-12-2017

iii
 DEDICATION

I earnestly dedicate this irksome task of mine to

My loving parents whose prayers are the assets of my life

and these prayers served as a guideline and support

during every difficult moment of my life and made me

what I am today

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 TABLE OF CONTENTS

APPROVAL SHEET III

DEDICATION IV
TABLE OF CONTENTS V
LIST OF TABLES VII
ACKNOWLEDGEMENTS VIII
ABSTRACT IX
CHAPTER-1 INTRODUCTION 1
1.1 BACKGROUND OF THE STUDY 1
1.2 STATEMENT OF THE PROBLEM 3
1.3 OBJECTIVES OF THE STUDY 3
1.4 SIGNIFICANCE OF THE PROBLEM 3
1.5 METHODOLOGY OF THE STUDY 4
1.6 POPULATION OF THE STUDY 4
1.7 SAMPLING OF THE STUDY 4
1.8 DELIMITATION 4
CHAPTER-2 LITERATURE REVIEW 5
2.1 ENVIRONMENT 5
2.2 AWARENESS 5
2.3 POLLUTION 5
2.4 POLLUTION TYPES 5
2.5 ENVIRONMENTAL AWARENESS 7
2.6 PREVIOUS WORK ON ENVIRONMENTAL AWARENESS 8
CHAPTER-3 METHOD AND PROCEDURE 21
3.1 NATURE OF THE STUDY 21
3.2 INSTRUMENT USED 21
3.3 DESIGN OF QUESTIONNAIRE 21
3.4 ADMINISTRATION OF QUESTIONNAIRE 21
3.5 POPULATION 21
3.6 SAMPLE 22
3.7 DATA COLLECTION 22

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 3.8 DATA ANALYSIS 22
CHAPTER-4 TABULATION AND DATA ANALYSIS 23
CHAPTER-5 FINDINGS, CONCLUSIONS & RECOMMENDATIONS 38
5.1 FINDINGS 38
5.2 CONCLUSIONS 39
5.3 RECOMMENDATIONS 40
BIBLIOGRAPHY 41
APPENDIX – A: QUESTIONNAIRE 48
APPENDIX – B: LIST OF SCHOOLS 49
APPENDIX – C: PERMISSION LETTER 50

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 LIST OF TABLES

Table 4.1: What is environment of schools in Hayatabad ? 23

Table 4.2: Do you know about environmental sciences? 24

Table 4.3: Do you know about water, air and noise pollution? 25

Table 4.4: Please mention the type of environment pollution in your surrounding? 26

Table 4.5: Is Environmental pollution a serious problem? 27

Table 4.6: Please write down the problems cause by air pollution? 28

Table 4.7: Does Emission of smsoke from vehicles cause air pollution? 29

Table 4.8: Do Industries cause air pollution? 30

Table 4.9: Mention the type of pollution which cause by industries. 31

Table 4.10: Can the trees reduce pollution? 32

Table 4.11: Does Deforestation not affect our environment? 33

Table 4.12: Is Peshawar a polluted city? 34

Table 4.13: Do Industrial wastes have harmful effects on our health? 35

Table 4.14: Do you grow some plants in your schools or home? 36

Table 4.15: Do you know the benefits of plantation? 37

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 ACKNOWLEDGEMENTS

I am most grateful to the source of wisdom and strong pillar of my life

God almighty for making it possible for me to carry out this project.

I have no words to express my deepest sense of gratitude to Allah

almighty and I am thankful to Allah, who enable me to complete this
task successfully. All this become possible for me under the
supervision and guidance provided by my supervisor Dr. Arbab Khan
Afridi. This thesis would not have been complete without her expert
advice.

I would like to express a special word of thanks to my family who

tirelessly listened to my ideas and offered encouragement when it was
needed. I will pay a special thanks to my father who always motivated
me for further studies and to my mother for being so co-operative and
for her prayers which enable me to complete the project.

SN

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 ABSTRACT

This aim of this study was to evaluate environmental awareness level of female

students in Hayatabad girls schools. Questionnaires were used as instrument to

evaluate the specified objectives. Questionnaires were distributed among the students

of three schools of Hayatabad, Peshawar.

1. Qurtuba School and College Hayatabad

2. Frontier Youth Academy

3. Hayatabad Model School

A total of 30 questions were set in questionnaire about the environmental

awareness and on different types of problems faced by them in their schools.

It was observed from the analysis that 7-15% students showed awareness

about the environmental problems. Majority of the students did not even know

what environmental pollution was. The study indicate that environmental

awareness is lacking in secondary schools of Hayatabad campus. There is

need to educate them and raise environmental awareness among students of

school to achieve durable knowledge based manpower from schools about

environment and environmental pollution. This will help in maximizing

efforts to reduce pollution and its causes in schools.

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CHAPTER-1 INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Peshawar is the capital of the Khyber-Pakhtunkhwa province of Pakistan. It is the

largest city of Khyber Pakhtunkhwa, and according to the 1998 census was the ninth-

largest city of Pakistan Peshawar (is the capital of the Khyber Pakhtunkhwa province

of Pakistan. Peshawar have been Named among the list of five most polluted cities in

the world according to the latest air quality Report by the World Health Organization

(WHO) released this month] the level of Environmental awareness of secondary

school students is quite embracing. The purpose of this Study is to identify the level

of environmental awareness among secondary school students Environmental

pollution is a serious global issue which significantly affect living system directly or

indirectly. Presence of diverse factories and overburden of vehicles in the capital

contribute to environmental pollution. Environmental Protection Agency (EPA) has

declared the provincial capital as one of the most polluted cities facing with serious

ecological problems. According to EPA, Peshawar is the most polluted one among

other major cities of the Khyber Pakhtunkhwa with carbon dioxide emission reaching

up to 23 particles per million (ppm) against the World Health Organization guidelines

of 10ppm, reveals a study conducted by the agency. Reasons for higher pollution level

in Peshawar are lack of awareness among general public, teaching community and

students. Action can be taken in a variety of areas to increase environmental

awareness and education. Some of these categories are: environmental legal rights and

responsibilities and associated consequences, use of the media, awareness raising

campaigns, incorporation of environmental issues in mainstream education, increasing

awareness and education in target groups and encouragement of public participation

in environmental matters. As the following case studies illustrate, many sectors of

society are involved in developing and delivering educational courses and public

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awareness campaigns. These include Governmental institutions at the national,

regional, and local levels; domestic and international NGOs; primary, secondary, and

higher secondary schools; journalists and the media; celebrities; and other individuals

and institutions.

Moreover, educational and awareness efforts can target practically any sector of

society. They can seek to raise public awareness broadly on environmental issues

(e.g., through the media) or they may be a targeted campaign or educational effort

focused on a specific sector (or target audience) on a specific issue. Funding for

awareness and education initiatives may come from a variety of sources. Often, it

comes from the budgets of specific agencies or Ministries; it is uncommon for such

initiatives to receive funding directly from the central budget. Some States have

accessed their national Environment Funds to provide partial funding for

environmental awareness and education.

Environmental education and awareness raising can include any of the following

types of activities:

• Reorienting current education and awareness programs to include

environmental dimensions;

• Basic education and awareness programs (e.g., in schools);

• Adult and community education and awareness programs; and

• Education, training, and awareness programs for professional, technical, and

vocational personnel.

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1.2 STATEMENT OF THE PROBLEM

An Analysis of environmental awareness level among the students of girls’ Hayatabad

school in Hayatabad. In this study, Hayatabad school students’ awareness of

environmental issues and problems and the level of their active participation in

environmental activities have been identified, and the effects of some factors as

family school and media on their environmental awareness and active participation

have been investigated

1.3 OBJECTIVES OF THE STUDY

Major objectives of the present study are-

1. To make an inquiry about environmental awareness among the students of

Hayatabad Girls School.

2. To discover the level of environmental awareness among them.

3. To motivate the students against environmental hazards.

4. To find the relationship between environmental awareness and health.

5. To make some suggestion to reduce the environmental pollution.

1.4 SIGNIFICANCE OF THE PROBLEM

 Provision of environmental education creates greater awareness in individuals

and communities with respect to putting environmental resources to use even

while conserving them.

 On the other hand, greater environmental awareness increases the scope of

environmental education

 With the help of this study the researcher will open new doors in the field of

environmental awareness for the Hayatabad school students

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1.5 METHODOLOGY OF THE STUDY

 A descriptive research study was carried out in which data is collected with

the help of questionnaire personally from Girls higher Hayatabad school

Peshawar.

1.6 POPULATION OF THE STUDY

 Researcher selected girls from Hayatabad schools Peshawar.

1.7 SAMPLING OF THE STUDY

Class 9th and 10th are sample of my study.

1.8 DELIMITATION

 Due to the time limit and resources the study is delimitated to Hayatabad

schools of Peshawar

These are

1. Qurtuba School and College Hayatabad

2. Frontier Youth Academy

3. Hayatabad Model School

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CHAPTER-2 LITERATURE REVIEW

2.1 ENVIRONMENT

The environment is everything that make up over surroundings and affects our ability

to live on the earth-the air we breathe the water that covers most of the earth surface

the plants and animals around us and much more.

2.2 AWARENESS

Awareness is the state are ability to perceive, to feel, or to be conscious of events or

objects.

In biological psychology awareness is define as a humans or an animal’s perception

and cognitive reaction to a condition or event

2.3 POLLUTION

Pollution is the introduction of contaminants into the natural environment that cause

adverse change. Pollution can take the form of chemical substances or energy, such as

noise, heat or light. Pollutants, the components of pollution, can be either foreign

substances/energies or naturally occurring contaminants.

2.4 POLLUTION TYPES

(A). Air pollution: air pollution occurs when any sort of contaminant is introduced

into the atmosphere, thereby disrupting the chemical composition of said atmosphere.

The most obvious of these contaminants is carbon dioxide, which is frequently cited

as the most pervasive “greenhouse gas” in the Earth’s atmosphere.

(B). Water Pollution: In many ways, water pollution is as serious – if not more so –

than air contamination. With fresh water resources incredibly limited as is, every

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instance of water pollution threatens the future of the planet. As with air pollution,

water pollution can be defined as any contamination of water resources around the

planet. From rivers and streams to ponds, lakes, and rivers, water pollution can strike

anywhere and in almost form, be it chemicals making their way into a lake, bacterial

contamination from sewage leaks, or trash that ends up at the bottom of an ocean or

floating down a river.

(B). Soil Pollution: Soil pollution is possibly most notable for the way that any

contaminants in the ground can find their way to our water sources, thus bringing

about greater levels of water pollution. However, contamination of ground soils –

from oil spills and other hazardous waste dumps to heavy use of dangerous pesticides

– can permeate virtually every faction of environmental health. By killing animals,

crops, and trees (among other things), or by rendering water sources unusable, soil

pollution can silently be one of the direst forms of environmental pollution in the

world. Soil pollution is also known as land pollution, and can also arise from battery

acid and other chemicals leaking from computers, appliances, and other types of

human waste that have not been properly disposed of or recycled.

(C). Light Pollution, Noise Pollution, and Visual Pollution: Light pollution is most

common in big cities, though it can also have an impact in suburban areas, around

airports or big sporting event facilities, and along highways where illuminated

billboards and streetlamps are common. For humans, light pollution is more of a

irritation than an environmental concern, perhaps making it difficult to see the stars or

interfering with sleep. For animals, however, light pollution can be more obtrusive,

disrupting biological clocks, influencing natural predation patterns, and overall

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threatening animal habitats located nearby to heavily illuminated signs of human

civilization.

Noise pollution can also create sizable disturbances to animal habitats. It is often tied

to light pollution for how it arises from similar sources, including highways, airports,

and loud sporting events or concerts, as well as from construction projects, railroads,

and more. For humans, noise pollution is probably slightly more of a concern than

light pollution, leading to a decreased standard of life thanks to the ability of noise to

prevent sleep, distract from work, and bring about hearing loss. For animals, noise

and light pollution combine as factors that have limited possible habitat options.

Finally, visual pollution can be anything that makes an area less aesthetically

pleasing, from billboards and power lines to abandoned buildings, from litter along

the side of the roads to landfills. In many cases, visual pollution can be little more

than an annoyance. However, it can also be a sign of things that can create

environmental problems in other categories of pollution, from litter that left to blow

around aimlessly to abandoned human structures that are left to decompose and break

down.

2.5 ENVIRONMENTAL AWARENESS

Environmental awareness is the understanding of environment, environmental issues

and how to protect it environment from contaminations. Promoting environmental

awareness is an easy way to become an environmental steward and participate in

creating a brighter future for our children. Education plays a crucial role in raising

awareness of environmental challenges and shaping the attitudes and behaviors that

can make a difference. Schools and universities play an enormously significant role in

generating environmental awareness among children and the youth. Textbooks reveal

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an increasing concern with environmental problems and solutions and numerous

courses are available at the postgraduate level that provide environmental education

relating to management and conservation of environment, environmental health,

social ecology and so on. The issue of environmental education has been a major

cause of concern. Several national and international seminars, conferences and

workshops have stressed the need of environmental education.

2.6 PREVIOUS WORK ON ENVIRONMENTAL AWARENESS

Abraham and Arjunan (2005) explored the environmental interest of secondary school

students in relation to their environmental attitude and found that these students did

not have a high level of environmental interest. However, a high positive and

significant correlation was found between environmental interest and environmental

attitude of the total sample as well as the sub-samples based on gender and locale.

Mishra (2006) found that intelligence and school background of secondary school

students have significant interaction effect on their awareness of air, water, soil and

sound aspects of environment and also on overall environmental awareness.

Said et al. (2007) conducted a survey using a self‐administered questionnaire with 306

students who were randomly selected from four secondary schools in the state of

Johor, Malaysia. The instrument had sections addressing demography, sources of

environmental information, concept of environment, environmental knowledge,

environmental awareness and concern, sustainable consumption behaviors, and

nature‐related activities. The data illustrate that students were aware of, but only

moderately concerned with, environmental issues. Only 10% of the students were able

to define environment in terms of a relational conception. The relationship between

variables was also investigated.

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Shobeiri (2007) investigated secondary school students' environmental awareness in

India and Iran. Nine hundred and ninety-one students were selected through the

stratified random sampling technique from 103 secondary schools of Mysore city

(India) and Tehran city (Iran). Subjects consisted of 476 boys and 515 girls. They

were assessed using the Environment Awareness Ability Measure (EAAM). Results

indicated that there were significant differences between Indian and Iranian students

in their level of environmental awareness. Also there were significant differences

between them in environmental awareness across and within two groups with regard

to their gender. Also type of school management (Government and private) was a

factor, which could affect student’s environmental awareness in both countries.

Schmidt (2007) found a positive correlation between attitudes and behaviors between

two groups of University students at the end of a participatory course. These findings

suggest a need for stressing the importance of environmental awareness in an

educational setting, in order to benefit both student knowledge and future welfare of

the greater population.

Ballantyne et al. (2008) investigated knowledge of environmental problems among

150 students of Mt. Coot-tha Botanic Gardens. Gardens visitors were found to be less

interested in and committed to conservation issues, and less motivated to learn, than

visitors to other free-choice learning settings such as museums, zoos, aquariums,

heritage sites, natural areas and wildlife tourism activities.

Yavetz et al. (2009) conducted a study to assess the environmental awareness among

students of of different genders and grades. They found that students towards the end

of their studies reported increased involvement in most of the study’s environmental

behavior categories as compared to the beginning. Female students were more aware

9
about environmental problems than male students. Male and female students of

different public and private schools of Faridabad district revealed different awareness

about environmental problems.

Muda et al. (2010) studied different variables about environmental awareness among

300 students of different schools and colleges. Highest awareness was observed in

male students studying science than arts students. Students of private colleges were

more aware than public colleges and schools.

Aminard et al. (2010) evaluated the awareness and attitude of a group of 541 from 14

universities. The figure to 541 is considered the representative of these students and

the selection was based on Stratified Random sampling method and G-power

software. A set of questionnaire which comprised of 25 questions was applied as

instrument for data collection. The results revealed that environmental awareness was

overall moderate while environmental attitude was high. The study also found that

there was no significant difference observed between sex groups while environmental

awareness results indicated that there were significant difference among different

levels of education. This trend was in contrast with observation for environment

altitude status. The age groups analysis results revealed significant difference in

environmental awareness and attitude. It was also found that the media positively

affected the level of environmental awareness and attitude among students. The study

concluded that increase on age and level of education would improve the level of

awareness and attitude regarding to environmental issues.

Aminrad et al (2011) reported the influence of age and educational level on student’s

environmental awareness and attitude in Malaysian universities. Total 541 students

were selected through the stratified random sampling technique out of 2200 students

10
in 14 private and governments’ university. Age groups were divided in 3 categories

(17-25, 26-40, >40) and educational groups were included (Bs, Ms and PhD). They

were assessed using the Likret scale for environmental attitude and multi choice with

an option for environmental awareness. Results revealed that there is statistical

significance the effect of age on overall environmental awareness for all the three

levels of education groups (Bs, Ms and PhD). Result showed that increasing in age

and levels of education have effect on increasing of environmental awareness and

attitude.

Emanuel & Adams (2011) evaluated Havaii and Misipi college students for their

knowledge about environmental issues. The data indicated that sustainable programs

and practices are being implemented on a number of college campuses in Alabama

and in Hawaii. Students surveyed in both states are concerned about wasteful

consumption and pollution. Respondents' were similar in their self‐assessed

knowledge about sustainability. Respondents were also similar in their views about

who is responsible for sustainability. However, a consistently larger proportion of

Hawaii respondents expressed concern for and willingness to participate in

sustainable practices. So, there seems to be little or no “knowledge gap” when it

comes to campus sustainability, but there does seem to be a “commitment gap.”

Possible reasons for this are discussed.

He et al. (2011) studied the environmental attitudes of university students in China.

Their survey examined environmental awareness among Chinese students (aged

between 16 and 20 years). Considering the contrasting levels of regional economic

development and environmental problems in the eastern/coastal and western/inland

regions of China, we examine how environmental differences affect university

11
students’ environmental awareness. Data were analyzed statistically using

nonparametric tests to compare a population of urban residents from a developed

region against a similar population of urbanites from a less-developed region.

Students in the samples possessed rather low levels of environmental knowledge, but

had positive environmental attitudes and were willing to commit to environment-

friendly behaviors. Students growing up in developed versus less-developed settings

had significantly different levels of general environmental awareness despite their

shared exposure to institutionalized environmental education.

Arnold (2012) explored various factors effecting environmental awareness among

students. He examined whether online multimedia journaling about nature can

increase the amount of time students spend outdoors, enhancing their environmental

awareness and changing their nature-related perceptions. Students in a 60-person

introductory environmental studies course at a large Midwestern public university in

the United States completed weekly online multimedia nature journals for one

semester. A survey assessed their experiences. The median survey respondent spent

an additional 11–20 minutes outdoors weekly. Seventy-four percent of respondents

said that the project increased their awareness of nature, 68% said it changed the way

they thought about nature, and 56% said it increased their interest in spending time

outdoors. Though these findings are promising, there are some theoretical reasons for

questioning their depth and duration.

Harper et al. (2012) stated that parental contact, teachers, academic discipline and

level of education of students had greater role in environmental awareness of college

students of district Columbia.

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Levine & Strube (2012) concluded that age. Gender and level of education had greater

influence on the environmental awareness of college students. College students (N =

90) reported their pro-environment behaviors as well as their pro-environment

intentions, their explicit and implicit attitudes about the environment, and their

knowledge about environmental issues. Intentions and knowledge significantly and

independently predicted behavior. Environmental knowledge was not significantly

related to attitudes. Implicit and explicit attitudes were significantly but only

moderately related. Only explicit attitudes, however, were strongly related to

intentions, and intentions completely mediated the influence of explicit attitudes on

behavior. Men were found to be more knowledgeable than women about

environmental issues; older students had more favorable implicit and explicit

environmental attitudes. This research suggests that knowledge about the environment

and explicit attitudes influence behavior through different pathways, which may have

implications for interventions seeking to increase environmentally friendly behavior.

Thakur (2012) carried out to study the level of environmental awareness among the

senior secondary school students. The study was conducted on the sample of 200

senior secondary students (100 opting for Science and 100 opting for Humanities)

from four schools (two Government and two Private) of Chandigarh and data was

collected through descriptive survey method. The major findings were: (i) Students of

government and private schools exhibited comparable environmental awareness; (ii)

Science students exhibited very high degree of environmental awareness than students

opting for humanities; (iii) Male science students exhibited higher degree of

environmental awareness than female science students but overall no significant

difference was found between male and female students.

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Jamelske et al. (2013) found that data from a survey of US and Chinese college

students, climate change public opinion among young adults in these two countries

were significantly different. They observed that US students much less likely to

believe anthropogenic climate change is happening compared to Chinese students. US

students were also less convinced of the consensus among climate scientists regarding

human-induced climate change. In addition, US students rated the economy higher

than the environment as a government priority, whereas Chinese students rated the

economy and environment as equally important. In terms of familiarity with the

current policy debate, Chinese students were more familiar with both national and

international climate change policies. Although Chinese students favor joining an

international agreement to address climate change more than US students, on average,

there was a relatively strong support among students in both countries for joining such

an agreement. However, within the US, there are significant differences in climate

change public opinion between those with conservative and liberal political ideologies

for almost every variable studied. These results are interesting and could have

meaningful implications for both national and international climate change policies in

the future.

Heyl et al. (2013) identified whether there are significant differences between college

students depending on their diploma of specialization, related to the environment or

not, the year in which they are studying and gender. The sample consisted of 383

engineering students in first, third and sixth year, with two instruments designed to

measure environmental attitudes and behaviors. Significant differences were found

between students pursuing diplomas related to the environment and those who are not.

Otherwise, no significant differences were observed between students enrolled in

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different levels. Perceived effort, positive environmental attitude or perceived positive

consequents predict the frequency of pro-environmental behaviors in students, the

former (perceived effort, negative) being the most influential variable.

Kant and Sharma (2013) explored that environmental knowledge was strongly

influenced by gender, level of education and institute types. Male students of post

graduate Indian institutes were highly aware about environmental problems.

Sivamoorthy et al. (2013) found that college students in relation to age, gender and

level of education showed significant variation regarding environmental awareness.

Zhang et al. (2013) conducted a questionnaire survey among university students in

Beijing, who represent a group with high level of education and a generally high

sensitivity to new information. The results show that even this group has limited

knowledge about environmental risks and current risk management systems. Further

studies are needed to understand the social construction of environmental risks in

China and to seek ways to involve the Chinese public in emergency response and risk

management. There were significant variability in students in relation to

environmental awareness based on their ages, gender and college type.

Zoska et al. (2013) explored the relationship strength between environmental

education and environmental knowledge, attitudes and reported actual behavior of

university and high school students, providing a comparative questionnaire survey

analysis which is unique in the literature. The results show a strong correlation

between the intensity of environmental education and the environmental knowledge

of students. This is partly due to the environmental education itself and partly due to

the higher intrinsic motivation of committed students who voluntarily participate in

environmental education, primarily at university level. The focus of the environmental

15
education appears to be important in shaping attitudes about sustainable consumption.

Addressing the issue of consumerism in environmental education clearly increases

awareness of the need for consumption-related lifestyle changes. Based on

Multidimensional Scaling methodology, the interdependence of several influencing

variables is explored and illustrated graphically. Respondents are classified into five

clusters – hedonist, techno-optimist, active environmentalist, familiar and careless –

according to their environmental knowledge, attitudes, consumer behavior and

everyday environmental awareness. Consistencies and inconsistencies in behavior are

then identified in order to promote the creation of more effective educational

instruments for supporting sustainable consumption and lifestyles.

Leu and Lin (2014) surveyed different students for their level of environmental

awareness. Participants were 29 students from a university in Taiwan. Interviews

were employed as the dominant method, while a questionnaire survey was also used

to support the sample selection and enhance the understanding of the interview data.

Interview responses were analyzed using a phenomeno-graphic approach and revealed

a variation of students’ ideas. One key finding was that although the students were

generally pro-ecological, their ideas about nature and human–nature relationships

seemed to be often a mixture of worldview tendencies typically as follows: (1)

humankind is part of nature and subject to natural laws, and thus cannot possibly

destroy nature; (2) humankind plays a dominator role in nature, but can be ‘replaced’

by other species; and (3) humankind should take responsibility for nature in order to

secure sufficient natural resources and a livable environment for all species, especially

humans. Moreover, the students described and explained nature predominantly from a

16
scientific perspective. The educational implications of the findings and limitations of

the study are also discussed.

Rideout (2014) explored student endorsement of an environmental worldview during

the college years through a sampling of freshmen and seniors. Nine independent

samples of freshman and senior class undergraduates (N = 779) were surveyed over a

five year period in a small, independent liberal arts college. The survey instrument

included the New Ecological Paradigm (NEP) scale, demographic items, and other

measures, such as knowledge of, and worry over, climate change, and perceived

priority for environmental issues. In general, NEP endorsement was weakly pro-

environmental and was higher among women. Endorsement was stable during the

years of the study, except for a temporary, significantly lower level during the

recession. Class status had no effect on either NEP endorsement or responses to two

questions assessing knowledge of global warming. Knowledge of climate change was

comparable to that shown in samples of the public taken by other researchers.

Webber et al. (2014) found science students of Queensland University were more

aware than humanity students regarding environmental problems. Gender, age,

education level significantly influenced the environmental awareness of students.

Higher degree, age and education level increased awareness. Similarly male graduate

showed increased level of awareness about environmental problems.

Kharan and Rhoerig (2015) investigated the impacts of the learning processes

structured based on the theories of constructionism and social constructivism on

students’ environmental awareness and perceived need for activism. Students

constructed multimedia artifacts expressing their knowledge, attitudes, awareness, and

activism about environmental issues through a constructionist design process. In

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addition, a social networking site was designed and used to promote social interaction

among students. Twenty-two high school environmental science students participated

in this study. A convergent mixed methods design was implemented to allow for the

triangulation of methods by directly comparing and contrasting quantitative results

with qualitative findings for corroboration and validation purposes. Using a mixed

method approach, quantitative findings are supported with qualitative data (student

video projects, writing prompts, blog entries, video projects of the students,

observational field notes, and reflective journals) including spontaneous responses in

both synchronous and asynchronous conversations on the social network to provide a

better understanding of the change in students’ environmental awareness and

perceived need for activism. The findings of the study indicated that students’

environmental awareness and perceived need for activism were improved at different

scales (personal, community, global) throughout the constructionist and social

constructivist learning processes.

AbuQamar et al. (2015) assessed levels of educational awareness perceptions and

attitudes of United Arab Emirates University (UAEU) students towards

biotechnology. An electronic survey including literacy, environmental, social, and

economic domains associated with biotechnology was administered to obtain data

from undergraduate students in different colleges of the university. Responses from

students (n = 1,104) were gathered and statistically analyzed. Results indicated that

educational awareness in biotechnology literacy and environmental domains were

significantly different according to the enrolled college and the academic achievement

of the student. In general, a poor overall performance of our students' understanding

was concluded. Aware groups most likely accepted accurate biotechnology

18
information delivered by reliable sources from internet or lectures; they grasped their

knowledge from surrounding people as a secondary source. Since UAEU students

have several concept misunderstandings of biotechnology and its ethics, our results

suggest that awareness plays a crucial role in forming a “clear-cut” opinion about this

technology. Because education can shape public attitudes toward biotechnology,

priorities on university curricula and teaching strategies should be extensively given,

and therefore, improve in respect to this topic. Ultimately, this promotes the students'

perception in understanding the new technology.

Chen and Tsai (2015) examined Taiwanese university students’ marine environmental

awareness, focusing on environmental attitudes, understanding of marine and coastal

issues, and environmental behavior. A total of 825 valid samples in a questionnaire

survey are used for the analysis. Overall, respondents possess a highly positive

attitude towards the marine environment and a moderate self-reported level of marine

knowledge, but are not actively engaged in environmental protection endeavors,

particularly ones involving spending personal income and taking legal or political

action. Experience in marine-related activities and marine knowledge are important in

fostering marine environmental awareness, particularly in regard to environmental

behavior. This study addresses the gap between widespread environmental concerns

and low engagement in environmental actions by proposing a multimodal approach:

improving marine knowledge and experience in marine-related activities, creating

safe recreational spaces at seasides, and reinforcing legal education. This study

concludes by highlighting the importance of marine environmental awareness in the

development of ocean citizenship as well as the sustainability of the marine

environment.

19
Panth et al. (2015) conducted a study to explore the Environmental Awareness and

Environmental Attitude among gender (boys and girls). The study was conducted in

N.M.V. Lalitpur (U.P.). The data were collected from 100students. The data was

divided into two groups on the basis of Environmental Awareness and Environmental

Attitude. Each of the two group consisted of an equal number of boys and girls

respondents. The main conclusion is that, boys have more Attitude than girls but there

are significant difference found in boy and girls Attitude. And girls have more than

boys Environmental awareness. There found no significant difference found in Boys

and girls Environmental awareness.

Zheng and Chauer (2015) evaluate the environmental awareness among college and

university students of Chinese institutes during 2009–2010. They found that age of

students and level of education were the key determinants of students’ environmental

awareness. Moreover, role of teachers played a significant role in raising the

environmental awareness in students. In general, university graduates were more

aware than college students.

Upadhyaya and Upadhyaya (2016) identified the level of awareness towards global

warming among Law students, the authors decided to conduct the present research

study. A self-made tool (global warming awareness study scale) made by

investigators, was used for collecting the data from Law students. The result shows

that male and female, rural and urban law students are well aware about global

warming and they do not differ significantly towards global warming awareness.

20
CHAPTER-3 METHOD AND PROCEDURE

3.1 NATURE OF THE STUDY

It has a descriptive type of research. The study was concern with the investigation,

observation and analysis of the level of awareness among the students of Hayatabad,

Peshawar. The research deal with the collection of information, data, its tabulation,

interpretation and analysis. For this purpose a questionnaire was developed which was

the main tool of the researcher.

3.2 INSTRUMENT USED

Structured questionnaire was designed to collect the information about environmental

awareness level about the three girls schools in Hayatabad, Peshawar. The

questionnaire includes the question about the environmental problems like air

pollution, water pollution and the environmental awareness level.

3.3 DESIGN OF QUESTIONNAIRE

A questionnaire was designed by researcher there were 30 questions in the

questionnaire. Two types of question are included in the questionnaire these are

closed ended and open ended.

3.4 ADMINISTRATION OF QUESTIONNAIRE

The Questionnaire was administrated on the spot for having proper data from the

respondents (students) for that permission was taken from the principal of the schools.

The teachers facilitated the researcher in the collection of questionnaire.

3.5 POPULATION

Three girl’s secondary schools of Hayatabad are selected by researcher.

21
3.6 SAMPLE

Classes of the 9th and 10th of 3 girl’s school are selected of the study.

Following schools are included.

1) Qurtuba School and College Hayatabad

2) Frontier Youth Academy

3) Hayatabad Model School

3.7 DATA COLLECTION

Data collected as per mentioned in the sample.

3.8 DATA ANALYSIS

Data analyzed by suitable statistical tools.

22
CHAPTER-4 TABULATION AND DATA ANALYSIS

Table 4.1: Do you know about environmental pollution?

No. of Respondents %age

Yes 21 30

No 9 70

Total 30 100%

Figure No. 1

80%
70%
70%

60%

50%
Yes
40%
No
30%
30%

20%

10%

0%

Analysis

Table and figure No.4.1 shows that only 70% of the students were aware about

environmental pollution while 30% No incorrectly.

23
Table 4.2: Do you know about noise pollution?

No. of Respondents %age

Yes 11 37

No 19 63

Total 30 100%

Figure No. 2

70%
63%
60%

50%

40% 37%
Yes
No
30%

20%

10%

0%

Analysis

Table and figure 4.2 demonstrate that 37% students knew about noise pollution while

remaining 63% did not now.

24
Table 4.3: Do you know about water , air and soil pollution?

No. of Respondents %age

Yes 8 27

No 22 73

Total 30 100%

Figure No. 3

80%
73%
70%

60%

50%
Yes
40%
No
30% 27%

20%

10%

0%

Analysis

Data presented in Table and Figure 4.3 indicates that 27% of the total students new

about water, air and soil and 73% says no.

25
Table 4.4: Please mention the type of pollution in your surrounding?

No. of Respondents %age

Correct Answer 5 17

Incorrect Answer. 26 83

Total 30 100%

Figure No. 4

90%
83%
80%

70%

60%

50% Yes

40% No

30%

20% 17%

10%

0%

Analysis

Table and Figure 4.4 represent that 17% mentioned correct sources pollution in their

surroundings

26
Table 4.5: Is Environmental pollution a serious problem?

No. of Respondents %age

Yes 8 27

No 22 73

Total 30 100%

Figure No. 5

80%
73%
70%

60%

50%
Yes
40%
No
30% 27%

20%

10%

0%

Analysis

Data in Table and Figure No. 4.5 indicate that 27 percent students answered in yes

while remaining 73% said that pollution was not a serious problem

27
Table 4.6: Please write down the problems cause by air pollution?

No. of Respondents %age

Correct Answer 5 17

Incorrect Answers 25 83

Total 30 100%

Figure No. 6

90%
83%
80%

70%

60%

50% Yes

40% No

30%

20% 17%

10%

0%

Analysis

Table and Figure 4.6 show that 17% of students answered correctly and 83% answer

wrong.

28
Table 4.7: Does Emission of smoke from vehicles cause air pollution?

No. of Respondents %age

Yes 9 30

No 21 70

Total 30 100%

Figure No. 7

80%
70%
70%

60%

50%
Yes
40%
No
30%
30%

20%

10%

0%

Analysis

Data presented in Table and Figure No. 4.7 indicate that only 30% students knew

about smoke emissions

29
Table 4.8: Do Industries cause air pollution?

No. of Respondents %age

Yes 3 13

No 27 87

Total 30 100%

Figure No. 8

100%

90% 87%

80%

70%

60%
Yes
50%
No
40%

30%

20%
13%
10%

0%

Analysis

Table and Figure 4.8 demonstrate that 13% of the total students corresponded

correctly to given question

30
Table 4.9: Mention the type of pollution which cause by industries.

No. of Respondents %age

Correct Answer 3 13

Incorrect Answer 27 87

Total 30 100%

Figure No. 9

100%

90% 87%

80%

70%

60%
Yes
50%
No
40%

30%

20%
13%
10%

0%

Analysis

Data showed that 13% of students answered correctly

31
Table 4.10: Can the trees reduce pollution?

No. of Respondents %age

Yes 5 17

No 25 83

Total 30 100%

Figure No. 10

90%
83%
80%

70%

60%

50% Yes

40% No

30%

20% 17%

10%

0%

Analysis

Table and Figure 4.10 show that 17 % students responded correctly while 83% gave

wrong answers

32
Table 4.11: Does Deforestation not affect our environment?

No. of Respondents %age

Yes 7 23

No 23 77

Total 30 100%

Figure No. 11

90%

80% 77%

70%

60%

50% Yes

40% No

30%
23%
20%

10%

0%

Analysis

Data in Table and Figure 4.11 demonstrate that 23% students had knowledge about

the question no. 11

33
Table 4.12: Is Peshawar a polluted city?

No. of Respondents %age

Yes 6 20

No 24 80

Total 30 100%

Figure No. 12

90%
80%
80%

70%

60%

50% Yes

40% No

30%
20%
20%

10%

0%

Analysis

Table and Figure 4.12 show that 18% students have knowledge about pollution in

Peshawar city.

34
Table 4.13: Do Industrial wastes have harmful effects on our health?

No. of Respondents %age

Yes 3 10

No 27 90

Total 30 100%

Figure No. 13

100%
90%
90%

80%

70%

60%
Yes
50%
No
40%

30%

20%
10%
10%

0%

Analysis

Data shows that only 10% students answered correctly

35
Table 4.14: Do you grow some plants in your schools or home?

No. of Respondents %age

Yes 3 10

No 27 90

Total 100 100%

Figure 14

100%
90%
90%

80%

70%

60%
Yes
50%
No
40%

30%

20%
10%
10%

0%

Analysis

Analysis shows that only 10% students answered that they grew plants in their homes

36
Table 4.15: Do you know the benefits of plantation?

No. of Respondents %age

Yes 2 7

No 27 93

Total 30 100%

Figure No. 15

100%
93%
90%

80%

70%

60%
Yes
50%
No
40%

30%

20%

10% 7%

0%

Analysis

Data showed that 7% students answered correctly while remaining 93% had wrong

answer

37
 CHAPTER-5 FINDINGS, CONCLUSIONS &
RECOMMENDATIONS

5.1 FINDINGS

 30% of the students were aware about environment while 70% answered

incorrectly.

 37% students knew about environmental pollution while remaining 63% did

not now.

 27% of the total students new about water, air and noise and 73% says no.

 17% mentioned correct sources of environmental pollution in their

surroundings

 27 percent students answered in yes while remaining 73% said that pollution

was not a serious problem

 17% of students answered correctly and 83% answer wrong.

 30% students knew about smoke emissions

 13% of the total students corresponded correctly to given question

 13% of students answered correctly

 17% students responded correctly while 83% gave wrong answers

 23% students had knowledge about the question no. 11

 18% students have knowledge about pollution in Hayatabad, Peshawar.

 10% students answered correctly.

 10% students answered that they grew plants in their homes.

 7% students answered correctly while remaining 93% had wrong answer.

38
5.2 CONCLUSIONS

1. The researcher concluded that 100% students of schools of Hayatabad were

familiar with the term environment and they were aware about the

environment.

2. 90% teachers guide their students about how to keep the environment clean

and tidy but still they face the problems of cleanliness and solid waste in their

schools.

3. Only 47% students make discuss environmental problems with their

colleagues.

4. 90% of the students did not have proper environmental awareness programs in

their schools.

5. The research concluded that students took participate in cleanliness.

6. The research also concluded that the Hayatabad schools do not campaigns

posters for the awareness of teachers and students regarding environment,

which is one of the reasons of unawareness of students and teachers as well.

The schools also do not have sufficient number of dustbins.

7. There were no Environmental awareness programmes for Hayatabad schools

provided by the Educational Institution such as debates, walk, seminars,

workshops and other programmes.

8. The Educational Institution provides facility for collecting the solid waste to

the schools.

39
5.3 RECOMMENDATIONS

1. The school students may be aware about the environment surrounding them.

2. World Environment day, 5th June, may be observed in the schools in order to

make the teachers and students aware about the environment. For this purpose

debates, walk, seminars or workshops may also be arranged on this day.

3. The curriculum may be arranged in such a way that some contents related to

environment in the textbooks is included.

4. The schools may arrange different types of competitions like debates, essay

writings, quiz, skits and tableau.

5. Class competitions may also be arranged in the schools regarding cleanliness

every month. For this purpose students’ participation is of the most

importance.

6. The educational institutions may arrange general campaigns regarding

environment which will help both the teachers and students to be aware about

the environment.

7. The teachers may give the last 5 minutes of the class to the students for

awareness about environment.

8. The educational institutions may encourage the competitions arranged by the

schools among students for the environmental awareness.

9. The educational institutions may also arrange awareness programs for students

of Hayatabad schools.

10. Teachers may also take interest in awareness programs. For this purpose they

may take part in different activities, i.e., attending seminars, walk, contributing

in the awareness programs while arranging them.

40
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47
 APPENDIX – A
QUESTIONNAIRE

1. De you know about environmental pollution? (a) Yes (b) No

2. Do you know about noise pollution? (a) Yes (b) No

3. Do you know about water, air and soil pollution? (a) Yes (b) No

4. Please mention the type of environment pollution in your surrounding?

(a) Correct Answer (b) Incorrect Answer

5. Is Environmental pollution a serious problem? (a) Yes (b) No

6. Please write down the problems cause by air pollution?

(a) Correct Answer (b) Incorrect Answer

7. Does Emission of smoke from vehicles cause air pollution? (a) Yes (b) No

8. Do Industries cause air pollution? (a) Yes (b) No

9. Mention the type of pollution which cause by industries.

(a) Correct Answer (b) Incorrect Answer

10. Can the trees reduce pollution? (a) Yes (b) No

11. Does Deforestation not affect our environment? (a) Yes (b) No

12. Is Peshawar a polluted city? (a) Yes (b) No

13. Do Industrial wastes have harmful effects on our health? (a) Yes (b) No

14. Do you grow some plants in your schools or home? (a) Yes (b) No

15. Do you know the benefits of plantation? (a) Yes (b) No

48
 APPENDIX – B
LIST OF SCHOOLS

1. Qurtuba School and College Hayatabad

2. Frontier Youth Academy

3. Hayatabad Model School

49
 APPENDIX – C

PERMISSION LETTER

50