Environmental Awareness, Attitude and Participation Among Secondary School Students: a Comparative Study of Kasarani and Kibera Divisions, Nairobi County, Kenya

ENVIRONMENTAL AWARENESS, ATTITUDE AND PARTICIPATION AMONG SECONDARY SCHOOL STUDENTS: A COMPARATIVE STUDY OF KASARANI AND KIBERA DIVISIONS, NAIROBI COUNTY, KENYA.

KIPROTICH VICTOR BOIYO

N50/CTY/PT/24585/2010

A THESIS SUBMITTED IN PARTIAL FULFILLMENT FOR THE AWARD OF DEGREE OF MASTER OF SCIENCE (ENVIRONMENTAL EDUCATION) IN THE SCHOOL OF ENVIRONMENTAL STUDIES OF KENYATTA UNIVERSITY

APRIL, 2014 DECLARATION

This thesis is my original work and has not been presented for a degree in any other university.

Signature…………………………………. Date: ………………………………

Kiprotich Victor Boiyo

REG. NO.: N50/CTY/PT/24585/2010

Department of Environmental Education

Supervisors’ Declaration

We confirm that this thesis is submitted for examination with our approval as the University Supervisors.

Signature:………………………………….Date: …………………………………..

Amb. Prof. Michael K. Koech Department of Environmental Education Kenyatta University

Signature: ……………………………… Date: ………………………………… Dr. Daniel G. Mang’uriu Department of Environmental Education Kenyatta University

DEDICATION

This work is dedicated to my parents Boiyo and Cheruiyot and my fiancé Eddah.

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ACKNOWLDGEMENTS

It would not have been possible to write this thesis without the help and support of people around me, only some of whom it is possible to give particular mention here.

Above all, I would like to thank God Almighty, for life, strength and provision to come this far. My parents, brothers and sisters have given me their unequivocal support throughout this period. I sincerely thank the administration, teaching staff, and students who participated in the study.

This thesis would not have been possible without the help and support of supervisors, Amb. Prof. Michael Koech and Dr. Daniel Mang’uriu. Their good advice and technical guidance have been invaluable in accomplishing this work. On this note, I sincerely thank the entire Kenyatta University fraternity for allowing me to study for my master’s degree at the university.

I would like to acknowledge the support of the Zetech College for their support during the period of my study. Their technical and moral guidandance has been tremendous not to mention the Principal Prof. Wamukoya and Dr. Hilda Gesare.

God bless you all.

TABLE OF CONTENTS

Declaration..……………………………………………………………………...…..ii Dedication…..…...…………………………………..…………………………..…..iii Acknowledgements……………………………………….…………………………iv Table of Contents……………………………………………………………………..v List of Tables………..…………………………………………………………….....ix List of Figures………..…………………………………………………………...... x Abbreviations and Acronyms………………………………………………….…...xi Abstract………………...…………………………………………………………..xii

CHAPTER ONE: INTRODUCTION 1.1 Introduction…………………………………………………………………...1 1.2 Background to the Problem ………………….……………………………….1 1.3 Statement of the Problem……………….…………………...………………..3 1.4 Research Questions….………………………….……………...……………..4 1.5 Research Objectives…………………………….……………...……………..5 1.6 Research Hypotheses………………………….………………...…………....5 1.7 Justification of the Study……………………………………………………...6 1.8 Scope of the Study………………………………………………...………….7 1.9 Assumptions of the Study………………………………………...………...... 7 1.10 Limitations of the Study…………………………………………...……..…..7 1.11 Summary ……………………………………………………………………..7 1.12 Definition of Terms ………..………………………………………………..8

CHAPTER TWO: LITERATURE REVIEW 2.1 Introduction…………………….…………………………………………….10 2.2 Environmental Challenges ……..…………………………..……………..…10 2.3 Environmental Challenges in Urban Centers……………...…………...….…11 2.4 EE as a Tool for Environmental Management………………….…...………14 2.5 Brief History of EE…………………………………………….……...……..15

2.6 Objectives of EE……………………………………………….……...……..16 2.6.1 Environmental Awareness……………………………….……...…..17 2.6.2 Environmental Attitude… ………………………………………….19 2.6.3 Participation in Environmental Activities……………...……...... 21 2.7 Environmental Education in Secondary School….……………………...….22 2.8 Summary…………………………………………….……………………….24

CHAPTER THREE: METHODOLOGY 3.1 Introduction…………………………………………………………………..26 3.2 Study Area.....…………………………………………………………...…...26 3.2.1 Kasarani Division……………………………………………...……28 3.2.2 Kibera Division…………………………………………………...…28 3.3 Study Variables………………………………….…………………………..28 3.4 Study Population and Sampling Procedures……..……………………...... 29 3.4.1 Sample Size…………………………..……………………………..29 3.5 Study Design and Instrumentation………………….………………...... 29 3.5.1 Primary Data………………………….………………………...... 30 3.5.2 Secondary Data……………………………………………………...30 3.5.3 Piloting………………………………………………………………30 3.5.4 Validity and Reliability……………….………...... 30 3.6 Data Analysis……………………………………….…………………...... 31 3.6.1 Analysis of Variance………………………………………...... 31 3.7 Logical and Ethical Consideration………………….……………...……...... 32 3.8 Summary…………………………………………….……………………....32

CHAPTER FOUR: RESULTS AND DISCUSSIONS 4.1 Introduction…………………………………………………………………..33 4.2 Gender of Respondents………………………………………………...…...33 4.3 Level of Environmental Awareness……………………………………….....35 4.3.1 Level of Aware of Environmental Concepts………………………..36

4.3.2 Level of Awareness of Environmental Problems…………...... 41 4.3.3 Institutions of Environmental Management………………………...46 4.4 Environmental Attitudes………………………….…………………...... 49 4.4.1 Importance of EE……………………………………………….…...49 4.4.2 Cleanliness…………………………………………………...……...50 4.4.3 Personal Responsibility…………………………………………...... 52 4.4.4 Conservation………………………………………………………...55 4.4.5 Social Responsibility………………………………………..………59 4.5 Participation in Environmental Activities…………………..………………..63 4.5.1 Waste Management………………………...... 63 4.5.2 Participation and Personal Responsibility………………...…..…….64 4.5.3 Tree Planting and Clean Up Initiatives……………………………...66 4.5.4 Club Activities………………………………………………………67 4.6 Summary...…………………………………...………………………………73

CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS 5.1 Introduction………………………………………………………………..…74 5.2 Major Findings……………………………...………………………………..74 5.2.1 Environmental Awareness……………………………………...... 74 5.2.2 Environmental Attitude……………………………………………..75 5.2.3 Participation in Environmental Activities…………………………..76 5.3 Recommendations…………………………………………………………...76 5.3.1 Environmental Awareness……………………………………...... 77 5.3.2 Environmental Attitude……………………………………………..78 5.3.3 Participation in Environmental Activities…………………………..79 5.4 Suggestions for Further Research…………………………………………....80 5.5 Summary……………………………………………………………………..81 REFERENCES…………………………………...……………………………...... 81 APPENDICES Appendix I: Research Study Questionnaire………………………………...... ……..87

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Appendix II: Administrative Boundaries of Nairobi County…..…………………...91 Appendix III: Letter to the Principals……….………………………………………92

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LIST OF TABLES Table 4.1: Gender of the Respondents………………………………………….34 Table 4.2: Students’ Awareness of Their role in Conservation….………….….35 Table 4.3: Students’ level of Awareness of the Concept Environment………...36 Table 4.4: Students’ level of Awareness of Environmental Concepts……….....38 Table 4:5: ANOVA of the level of Awareness of Environmental Concepts…...41 Table 4.6: Students’ Level of Awareness of Environmental Problems…….….44 Table 4.7: ANOVA of the Level of Awareness of Environmental Problems….45 Table 4.8: Awareness of Institutions of Environmental Management…………47 Table 4.9: Students’ Attitude on the Importance of EE in Schools…...... 49 Table 4.10: Students’ Attitude towards Cleanliness…………………………..…51 Table 4.11: Students’ Personal Responsibility on Environmental Issues ……….53 Table 4.12: Attitude on Making Donations for Environmental Conservation…...54 Table 4.13: Attitudes on Conservation of Natural Resources…….……………...56 Table 4.14: Attitude on environment and Social Responsibility………...………59 Table 4.15: ANOVA of environmental attitudes among students in Kasarani and Kibera...... 62 Table 4.16: Students’ Participation in waste management……………………....63 Table 4.17: Personal Responsibility and Environmental Participation………….65 Table 4.18: Participation in Tree Planting and Clean up Initiatives…….……….66 Table 4.19: Club Membership ……………………………………….….………68 Table 4.20: Participation in Club Activities…………..…………………………70 Table 4.21: ANOVA on the level of Environmental Participation …………….73

LIST OF FIGURES

Figure 3.1: Map of the Study Area………………………………………………27 Figure 4.1: Students’ Level of Awareness of the Concept Environment………..37 Figure 4.2: Students’ Attitude on the Importance of EE……………………...... 50 Figure 4.3: Club membership of students in Kasarani Division…………...…....68 Figure 4.4: Club membership of students in Kibera Division………………...... 68 Figure 4.4: Students’ Participation in Club Activities…………………………..71

ABBREVIATIONS AND ACRONYMS

ANOVA : Analysis of Variance CBS : Central Bureaus of Statistics DESD : Decade for Education for Sustainable Development EE : Environmental Education ESD : Education for Sustainable Development EMCA : Environmental Management and Coordination Act IEEP : International Environmental Education Programme IUCN : International Union for Conservation of Nature KIE : Kenya Institute of Education NAAEE : North America Association for Environmental Education NEAP : National Environmental Action Plan NES : National Environmental Secretariat OECD : Organization for Economic Cooperation and Development SD : Sustainable Development SPSS : Statistical Packages for Social Sciences UN : United Nations UNFPA : United Nations Population Fund UNCED : United Nations Conference for Environment and Development UNEP : United Nations Environment Programme UNESCO : United Nations Education, Science and Cultural Organization USSR : The Union of Soviet Socialist Republics WCED : World Conference on Environment and Development WSSD : World Summit for Sustainable Development

ABSTRACT

Environmental degradation poses a major threat to the existence of humanity today both in rural and urban settlements. In such a scenario, the importance and need for environmental education as a tool for environmental management and conservation cannot be overemphasized. To raise environmental literacy level among Kenyans, Environmental Education is taught using both interdisciplinary and multi-disciplinary approaches. Research has shown that students in urban centers are more environmentally informed compared to those in rural areas. While rural-urban differences in Kenyan household characteristics are still a significant determinant of differences in school participation patterns, there is now a growing urban-urban divide following rapid urbanization. This has come with different characteristics from those of earlier phases used in previous studies to model rural versus urban student level of awareness, attitudes and participation. This calls into question the notion that urban settlements in Africa are always advantaged. Kibera and Kasarani represent different settlements of Nairobi. The aim of this study was to establish the level of awareness, attitude and participation of secondary school students in environmental activities in these two different settlements. The study involved a sample of three hundred and twenty secondary school students randomly selected from secondary schools in Kasarani and Kibera Divisions. Data was primarily collected using researcher developed questionnaires. Analysis of the data was done by first coding them in SPSS version 2010. The study has achieved its objective by drawing a comparison between students in different sections of an urban divide. By calculating an Analysis of Variance (ANOVA) and a group statistic using P=0.05, the hypotheses postulated were tested and it was established that there is no significant difference in the level of awareness, attitude and level of participation in environmental activities of secondary school students in Kasarani and Kibera Divisions. It was also found out that there is need to refocus the approach of EE in order to ensure that it does not only make learners aware but also create a sense of personal responsibility which is fundamental in ensuring sustainable environmental behavior. The findings of the study may be used by authorities in making priorities in terms of environmental education for various settlements in urban set up. It will also help in tailoring EE approach to make it relevant and responsive to the immediate concerns and responsibilities of students and the entire community by putting into perspective emergent environmental concerns.

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CHAPTER ONE: INTRODUCTION

1.1 Introduction

This chapter gives the key highlights of the research. It gives the background to the problem which cuts across the objectives of environmental education. It also gives the statement of problem giving an explanation of what the researcher intended to find out. The chapter also itemizes the research questions, objectives and hypotheses. It goes ahead to justify the study, outline the scope and definitions of terms used. Finally, it highlights the assumptions the researcher made and the limitations of the study.

1.2 Background to the Problem

At the dawn of the 21st century, a powerful and complex web of interactions has contributed to unprecedented global trends in environmental degradation (UNESCO, 2012). These include rapid globalization, urbanization, poverty, unsustainable consumption patterns and population growth. They have served to compound the effects and intensity of the global environmental problems. Global climate change, depletion of the ozone layer, desertification, deforestation, loss of the planet‘s biological diversity, trans-boundary movements of hazardous wastes and chemicals are all environmental problems that touch every nation and adversely affect the lives and health of their populations (UNEP, 2012).

The level of global environmental challenges is now beyond serious scientific dispute. In cognizance of the role of an informed and educated citizenry in making appropriate environmental decisions and adopting behavioral approach in addressing environmental challenges, the concept of Environmental Education (EE) was born (Crompton and Kasser, 2009).

The importance of Environmental Education (EE) is recognized and emphasized as one of the most effective ways, if not the only way, to meet the complicated

problems of the environment. The call for EE is therefore a call for local, regional and global action in response to the biophysical and social problems of the abused environments of the whole world. It is a call to educational system that fosters or encourages the development of environmentally literate citizens who share concern for the environment in which they live and in which future generations will also have to live (Crompton and Kasser, 2009).

EE finds its formal root in the United Nations Conference on the Human Environment in Stockholm of 1972. This conference recommended establishment of an International Environmental Education Programme (UNEP, 1972). IEEP was launched in 1975. It recommended the primary categories of environmental education curriculum goals and objectives comprising of environmental awareness, attitudes, skills and participation, which comprise the subject of this study (UNESCO, 1999).

The United Nations Conference on Environment and Development (UNCED) held in Rio de Janeiro in 1992 reiterated, in Agenda 21, that through EE, school children are obliged to participate actively in guarding the quality of the environment. This is because they comprise half of the world population and are highly vulnerable to the effects of environmental degradation now and in the future (United Nations, 1994). Moreover, secondary school students are usually receptive and strongly motivated and are capable of understanding the implications of environmental destruction and of trying to take preventive action. However, for school children to meaningfully participate in environmental conservation activities, they require knowledge and skills gained through EE. These qualities are personal thought, feeling and action which develop in the students through an educational process that creates awareness, develops attitude and builds capacity and willingness to take action as an individual and as a group (Toili, 2007)

In Kenya, whereas EE has existed in secondary schools since 1985, concern has been raised to the effect that students do not adequately participate in protecting 2

and enhancing environmental quality because of lack of awareness and appropriate attitude. In 1991, for example, the Minister for Environment and Natural Resources voiced his concern for the lack of practical conservation principles in the students‘ daily activities (Kenya Times, 1991). Most researches done in Kenya and other parts of the world has focused on EE and its outcomes in the environment rather than putting into perspective the level of achievement of EE goals by evaluating the level of awareness, attitude and participation among students. Studies done by Sutti (1991), Gagliardi and Alfhtan (1994) and Lindhe et al. (1993) are valid examples.

1.3 Statement of the Problem.

As efforts to intensify EE in schools through multidisciplinary approach have continued to increase over the years, a varied feedback has been received regarding students‘ level of awareness, attitudes and participation in environmental activities.

According to the findings of the study done by Sarkar in Bangladesh, it was noted that students in urban centers are more environmentally informed compared to those in rural areas (Sarkar and Ara, 2007). While rural-urban differences in Kenyan household characteristics are still a significant determinant of differences in school participation patterns based on past researches, there is now a growing urban-urban divide following rapid urbanization (Woodgate, 2012). This trend has led to the emergence of settlements with different characteristics from those of earlier phases of urbanization used in previous studies to model rural versus urban student level of awareness, attitudes and participation. This calls into question the notion that urban settlements in Africa are always advantaged.

Kibera and Kasarani represent different divides of Nairobi. One of the most enduring physical manifestations of social exclusion in African cities is the proliferation of slums and informal settlements. People living in these settlements experience the most deplorable living and environmental conditions. They are

also excluded from participating in the economic social, political and cultural spheres of the city. Consequently, slum dwellers— many who are poor in the first place— are made poorer by the various forms of exclusion that they face. On the other side of the town is the more formal urban divides (UN Habitat, 2010).

As a result of socioeconomic, cultural and biophysical difference between the different urban settlements, it is no longer obvious that all urban students are advantaged as postulated by studies that modeled rural versus urban comparison. This necessitates the need to establish the relationship across these divides in an urban set up. This is essential in establishing the special and unique characteristics and features of various divides in order to determine how best to use EE to address environmental problems in different divides. This study thus looks at the level of environmental awareness, attitude and participation among secondary school students in Kasarani and Kibera Divisions (Redclift and Woodgate, 2013)

1.4 Research Questions

1. What is the level of environmental awareness of students in Kasarani and Kibera Division?

2. What are the environmental attitudes of secondary school students in Kasarani and Kibera Division towards environmental conservation?

3. What is the level of participation of secondary students in Kasarani and Kibera Divisions in environmental activities?

4. Is the relationship between the level of environmental awareness, attitudes and participation among students in Kasarani and Kibera Divisions?

1.5 Research Objectives

1. To find out the level of environmental awareness of secondary school students in Kibera and Kasarani Divivision.

2. To assess the secondary school students‘ environmental attitudes.

3. To determine the level of participation of students in Kibera and Kasarani in environmental activities.

4. To compare the level of environmental awareness, environmental attitude and participation in environmental activities of secondary students in Kasarani and Kibera Divisions.

1.6 Research Hypotheses

1. There is no significant difference in the level of awareness of secondary school students in Kasarani and Kibera Divisions of Nairobi County

2. There is no significant difference in the environmental attitudes of secondary school students in Kasarani and Kibera Divisions of Nairobi County.

3. There is no significant difference in the level of participation in environmental activities of students in Kasarani and Kibera Divisions of Nairobi County.

1.7 Justification of the Study

Past research in environmental psychology has focused more on effects of environmental variables than on how to change behavior to save environment (Woodgate, 2012). Furthermore, a great deal of attention has been focused on physical technology in solving environmental problems and less attention on behavior change. Although physical technology has a role, behavior change will have more significant contribution if things are to improve (Lee, 2008). 5

Research done in Kenya has also focused much on Environmental Education as a subject and rarely considers the level of achievement of the objectives and goals EE as itemized in the Belgrade‘s Charter. Little has been done to establish the extent to which the multidisciplinary approach has gone in achieving the EE goals. In this regard there is need to evaluate the progress in achievement of EE goals as enshrined in the curriculum (DiEnno and Hilton, 2005).

Urbanization has led to the emergence of settlement divides with different characteristics from those of earlier phases of urbanization used to model rural versus urban student level of awareness, attitudes and participation. It is no longer obvious that all urban households are advantaged. It is therefore important to subject this divides into evaluation in order to establish its effect on schools and school activities. It is for this reason that this study thus seeks to find out the level of the achievement of specific elements of awareness, attitude and level of participation among secondary school students in different divides in urban set up.

This study will therefore help bring into light the special and unique factors in various divides of an urban set up. This will inform EE decision which will be critical in ensuring that the goals are met despite the set up. If this is not done, it is almost evident that harnessing the potential of secondary school student to aid in of achievement sustainable development in an urban set up will not be possible.

1.8 Scope of the Study

The study focused on three objectives of Environmental Education. It looked at environmental awareness, attitude and participation in environmental activities among secondary school students in Kasarani and Kibera Divisions of Nairobi County. The respondents were drawn from students in form three of the selected secondary schools.

1.9 Assumptions of the Study

The study was based on the following assumptions:

1. All the respondents were using the same curriculum of study, books and other materials

2 All the respondents were at the same level in terms of syllabus coverage of all EE related subjects

3 All the respondents had gone through the 8-4-4 system of education and thus subjected to the multidisciplinary approach of EE therein.

1.10 Limitations of the Study

The study faced the following limitations

1. Not all randomly selected secondary schools had the targeted number of population of study in form three. Some secondary schools had less than forty students. As a result the entire class population participated in the study.

2. Some secondary schools, especially in Kibera Division showed resistance in being involved in the study. To address this, the heads of the school were convinced that the findings of the research will not be used for any other purpose and the names of the respondents were not captured in the questionnaire.

1.11 Summary

Kibera and Kasarani represent different divides of Nairobi. As urban center face tremendous challenges, there is need to establish the special and unique characteristics and features of various divides in order to determine how best to use EE to address these problems. Many researchers have concentrated on doing a study of comparison between urban and rural areas. Because of the uniqueness 7

created by rapid urbanization, this chapter has justified the need to carry out a study within the different divides of and urban set up. In this study, it has been hypothesized that students in Kasarani division have a higher level of environmental awareness than their colleagues in Kibera division, there is significant difference in the environmental attitude of students in Kibera and Kasarani Divisions and that there is no significant difference in the level of participation in environmental activities of students in Kasarani and Kibera Divisions.

1.12 Definition of Terms

Environment: The set of physical, chemical, biological components and economic, social and cultural factors relating to a group of human beings or individual (UNESCO-UNEP, 1985)

Environmental Awareness: Consciousness of the problems and dangers facing mankind and environment and of the pressing need for positive action to control the undesirable impact of man‘s activities and demands upon the environment (Environmental Education Committee, Kenyatta University College, 1980)

Attitude: This is a settled way of thinking or feeling about someone or something, typically one that is reflected in a person's behavior (Woodgate, 2012).

Environmental Participation: Willingness to make decision to support, act to protect and conserve the environment without coercion or force (Fien, 2002)

Sustainable Development: Development that meets the needs of the present generation without Compromising the future generation from meeting their own needs (United Nations, 1987).

Environmental Education: Process of recognizing values and clarifying concepts in order to develop skills and attitudes necessary to understand and

appreciate the interrelatedness among men, his culture and his biophysical surrounding (UNESCO, 2012).

Formal Education: corresponds to a systematic, organized education model, structured and administered according to a given set of laws and norms, presenting a rather rigid curriculum as regards objectives, content and methodology (Woodgate, 2012).

Informal Urban Settlement: These are groups of people living on land they have no legal claim or areas of an urban set up that its use has neither been planned or formalized by the authority sometimes leading to development of shanty town also known as slums.

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction

Chapter two gives review of literature related to the study. It puts into perspective environmental challenges and how Environmental Education can be used as a tool of addressing these challenges. It goes ahead to give a brief history of Environmental Education as well as its objectives as postulated by IEEP. It is under this section that the objectives of environmental awareness, environmental attitudes and participation in environmental activities are reviewed in depth. The chapter also gives a perspective of environmental education in secondary schools which is the target of the study.

2.2 Environmental Challenges

The degradation of the world‘s environment constitutes a very real and important concern for today‘s society. There are currently a number of increasingly significant environmental concerns and threats to the future of society. At the global level these concerns include, climate change, depletion of the ozone layer, over-consumption of non-renewable resources and air pollution. Among these global problems, climate change represents one of the most critical global challenges of the time. According to the vast majority of scientists, this has been a result of human activity and not a natural occurrence. The evidence is both overwhelming and undeniable (UNEP, 2011).

Recent events have emphatically demonstrated earth‘s growing vulnerability to climate change (UNEP, 2011). Resources are being degraded to the extent that they have threatened the environment, livelihoods and economies of mankind around the world. For example, the number of high intensity hurricanes have almost doubled in the last 30 years, the flow of ice from glaciers in Greenland has more than doubled over the past decade, hundreds of species of animals are responding to global warming, moving closer to the poles, and diseases such as malaria have spread to higher altitudes, as is the case in the Columbian Andes, 10

situated 7,000 feet above sea level. In fact, that is just the beginning. If the changes continue, the world can expect greater catastrophic consequences such as the loss of more than a million species worldwide by 2050, devastation to low- lying coastal areas as a result of a rise in global sea levels and even deaths (Erol and Gezer, 2006).

Over the last fifty years, a myriad of environmental problems has placed increasing pressure on the world to respond to the negative impacts by minimizing them and maximizing the positive influence of industrial activities on general economic and social development. As the world has become more industrialized and environmental pressures have increased, humankind has recognized the need to reduce and contain the adverse impacts on the environment and take action in a way that is beneficial to our present needs, and for future generations. Sustainability of the world‘s natural and physical resources such as land, water, and energy therefore constitutes the way forward as sustainable development and enhancement or greening of the environment, are priority concerns that not only affect the global population but also worldwide economic growth. This will only be possible when the nation‘s citizenry are made aware of these challenges and given an opportunity to actively participate in the process (UNEP, 2011).

2.3 Environmental Challenges in Urban Centers

The world is in the midst of a massive urban transition unlike that of any other time in history. Within the next decade, more than half of the world‘s population, an estimated 3.3 billion, will be living in urban areas – a change with vast implications both for human well-being and for the environment (Woodgate, 2010). The social and environmental significance of future urban growth still receives insufficient attention. All urban growth that has occurred since the founding of the first towns in Mesopotamia can be expected to double in the next 40 to 50 years. Practically, all of this growth will take place in countries that concentrate most of the world‘s poverty. These are also countries that are striving 11

to compete in the globalized economy by emulating the economic processes of industrialized nations, with worrying social and environmental consequences. Africa and Asia alone will experience four-fifths of all urban growth in the world between 2000 and 2030; as a result, their combined urban population will double from 1.7 to 3.4 billion in the interim (United Nations, 2006).

Historically, cities have been driving forces in economic and social development as centers of industry and commerce. The World Bank estimates that in the developing world, as much as 80 percent of future economic growth will occur in towns and cities. Yet along with the benefits of urbanization come environmental concerns. These include a diversity of problems, from lack of access to clean drinking water, to urban air pollution, to greenhouse gas emissions. As a result of rapid population growth, competing demands of economic growth and environmental protection is a major challenge. This has led to growth of informal settlements or slums in urban areas (Yurtta and Sülün 2010).

Environmentalists have generally taken a dim view of urbanization and city growth (Gouldson and Sullivan, 2012). At its inception, the modern environmental movement focused its attention on the preservation of nature and, consequently, on rural areas. Thus, it was logical that cities be viewed primarily as the locus of the critical environmental problems generated by the production and consumption patterns of modern civilization. Although this link between cities and their ecological footprint has undoubtedly been magnified over time, it is increasingly obvious that this is not because cities concentrate population, but because they are the sites in which ―modern civilization‖ is evolving–for good and for bad–and because they concentrate mostly affluent consumers (UNFPA, 2007).

In 1901, there were only 8,000 people living in Nairobi. By 1948, the number had grown to 118,000 and by 1962; the city had a population of 343,500 people. By the 2009 census, the city‘s population was about 3.1 million and in 2015 it is projected to be 3.8 million. Nairobi‘s early growth was fuelled by rural migrants 12

and an explosion of growth took place between 1979 and 1989 when 772,624 newcomers came to the city (NEMA 2003).

A growing economy and swelling population numbers from both in-migration and natural growth are continually increasing the city‘s size. This growing population is one of the main forces driving the city‘s overwhelming environmental challenges. Ongoing rural to urban migration, high natural birth rates, and poor or inappropriate city planning conspire to continue degrading the city‘s water and air quality. In turn, environmental degradation has impacts on human health and the economy (CBS 2004).

As Nairobi‘s settlements sprawl outwards, they take over forested and agricultural land, fragmenting and degrading remaining natural areas. In addition, rapid population growth has outstripped the city‘s ability to deliver adequate services such as education, health care, safe water, sanitation, and waste removal. It has also led to an explosion in the number of cars and other vehicles, leading to ubiquitous traffic jams and high levels of air pollution (Mitullah, 2003). As it continues to grow, Nairobi faces the challenge of planning for sustainable urban development that provides adequate housing and services at the same time as it protects air and water quality and the natural environment within and around the city. This has led to an ideal divide in settlements in a typical city in a developing country. As a result, Nairobi has several informal settlements widely known as slums. Kibera is one of the slums in Nairobi. Kibera is a division of Nairobi Area, Kenya, and neighborhood of the city of Nairobi, located 5 kilometers from the city center. It is the largest slum in Kenya, and the second largest urban slum in Africa. The 2009 Kenya Population and Housing Census reports Kibera's population as 170,070, contrary to previous estimates of one or two million people (CBS, 2004).

A smaller percentage of Nairobi city constitute semi-formal and formal settlement. They are characterized by planned settlements where social amenities

are available with average and above living standards. It is in the Eastern part of Nairobi, about 10 km from the city center along Thika Road (CBS, 2006)

2.4 EE as a Tool for Environmental Management

The ultimate aim of education is shaping human behavior. Societies‘ throughout the world established educational system in order to develop citizens who will behave in desirable ways. In education, some of the desired behaviors are sharply defined e.g. skills useful in reading and mathematics. Other desired behaviors are more complex e.g. successful consumerism, productive employment, responsible citizenship (Erol and Gezer, 2006).

In response to the myriad environmental challenges, United Nations Conference on the Human Environment held in Stockholm in 1972 urged all countries of the world to incorporate EE in their curricula at all levels of education. The primary goal was to empower the world population to maintain and enhance environmental quality. One of the key specific objectives was that EE should provide individuals and social groups with an opportunity to be actively involved at all levels working towards the resolution of environmental problems (UNESCO-UNEP, 1985). Environmental awareness, attitude and participation are key elements of sustainable environmental behavior.

Traditional thinking has been that we can change behavior by making human beings more knowledgeable about environmental and associated issues. This has largely been linked to assumption that, if we make human beings more knowledgeable, they will in turn become more aware of the environment and its problems, and thus be more motivated to act toward the environment in more responsible ways. This theory has linked knowledge to attitudes and attitudes to behavior (Gouldson and Sullivan, 2012).

2. 5 Brief History of Environmental Education

Environmental Education can be traced back as early as the 18th century identified in people and personalities for example when Jean-Jacques Rousseau stressed the importance of an education that focuses on the environment. However in 1920s conservation education emerged dealing with natural world in scientific training (Gottlieb, 1995).

A new type of environmental education emerged in 1920s and 1930s commonly known as Environmental Conservation Education. Environmental Conservation Education dealt with the natural world in a drastically different way from Nature Study. It focused on rigorous scientific training rather than natural history. It was a major scientific management and planning tool that helped solve social, economic, and environmental problems during this period. Writings and publications also set an important history for EE. From Emerson‘s Nature, to Thoreau‘s Walden, one can trace the developing concerns regarding human interaction with nature. The dialogue continued in the writing and public speaking of renowned naturalists and writers of the late nineteenth and early twentieth century such as John Muir (1838–1914), and Aldo Leopold (1887–1948). But much of what was being written, discussed, and actually accomplished primarily took the forms of resource conservation and habitat preservation rather than the environmental quality, environmental awareness, and environmental literacy that are the central concerns of today (UNEP, 1972).

After the close of World War II, several activities came up regarding environmental concerns. The activities of 1960s led to the first United Nations Conference on the Human Environment which was held in Stockholm, Sweden 1972 where a declaration containing 26 principles was produced. Principle 19 of the declaration called for education in environmental matters, for the younger generation as well as adults (UNEP, 1972).

Stockholm conference set the stage for greater awareness of the need to advance EE internationally. It was later on followed by two other conferences which gave EE an impetus. The International Workshop on Environmental Education, held in Belgrade, Yugoslavia in October of 1975 resulted in what became known as The Belgrade Charter which described the goals, objectives, audiences and guiding principles of EE. A follow up meeting to this was later on held in 1977 at Tbilisi commonly known as Tbilisi conference where the Belgrade‘s charter was adopted (UNESCO-UNEP, 1985).

In collaboration with the University of Brazzaville, UNESCO and UNEP organized the first regional meeting on EE within the framework of the IEEP. This meeting was one of the five similar meetings planned for different regions in the world. The meeting was aimed at defining specific aspects of environmental problems particular to the region of Africa and hence specific aspects of EE appropriate to the region (UNESCO-UNEP, 1985).

In Kenya, the concept is not new and has been present in various subject disciplines such as science, economics and agriculture. It gathered momentum after Stockholm conference in 1972 which led to the establishment of UNEP in Nairobi. Following the active participation of Kenya in the Global and regional conferences, The Presidential Working Party on Education and Manpower Development for the Next Decade and beyond of 1988 was constituted. The party recommended that environmental studies be made part and parcel of education and training curricular at all levels of education system leading to introduction of EE content in Kenyan curricula at pre-primary, primary, secondary and tertiary institutions using multi-disciplinary approach (ROK, 1988).

2.6 Objectives of Environment Education

To overcome problems emerging with unsustainability, education and educational cooperation has been viewed as an important factor. A worldwide action plan, namely Agenda 21 accepted at the Earth Summit in 1992 proposed that education

is critical for promoting sustainable development and improving the capacity of human beings to address sustainability issues. A later document, the World Summit on Sustainable Development (WSSD) in Johannesburg also points out the importance of education to meet the basic needs of all including the future generations. These declarations highlighting the crucial role of education as a key element for sustainability also recommended reorientation of education towards the requirements of sustainable development. In this aspect, it has been advocated that considering sustainability issues in higher education sector is a necessity to build sustainable societies (Boyle, 2004).

The ultimate objective of EE is aimed at empowering citizens to participate in environmental conservation. It is aimed at modeling environmental behavior by creating awareness, attitude, developing skills and creating opportunity and capacity for participation in environmental conservation. Sarkar (2011) examines the contributions that psychological research has made and might make to understanding the human behavior and environment. He described the role of social and behavioral science in a global-change research agenda as improving understanding of how human systems produce the proximate causes, how changes in human systems might change the rate at which people alter the environment, how people perceive changes in the global environment, how people respond to the anticipation of global environmental change and are affected by experienced change, and how changes in human systems might make people less susceptible to the effects of global environmental change.

2.6.1 Environmental Awareness

Environmental Education involves the process of recognizing values and clarifying concepts in order to develop skills and attitudes necessary to understand and appreciate the interrelatedness among man, his culture and his bio physical surrounding (UNEP, 2012). It is in this light that students understanding and level of awareness on various environmental concepts and problems is important. 17

Environmental awareness is defined as the sum total of responses that people make to various thematic aspects of the construct environmental education. In simple terms it means knowledge and understanding of facts and concepts related to environment and consequences of various environmental problems like pollution, population explosion, deforestation, ecological disruption, energy crises etc. Environment has become the concern of all academicians, intellectuals, scientists, policy makers and government across the continents. Widespread and systematic concern for environmental issues has grown world over. The U.N. World conference on the environment in Stockholm in 1972, the Earth Summit held in Rio de Janeiro in 1992, the Global Forum 1992 and the activities organized by the international NGO forum, show that environment is in the agenda of International Community (Toili, 2007).

Following this detrimental effects resulting from environmental degradation, it has become more important to find a preventive way slow down the effects and eventually sustainably mitigating long-term environmental damage. One of the best ways of preservation is by creating environmental awareness among society especially students as they are future leaders, future custodians, planners, policy makers, and educators of the environment and its issues (Jackson, 2005).

Awareness of environmental issues has grown tremendously over the last decade as modern science and a more globally conscious population continues to enlighten to the connection between a healthy planet and livelihoods of people everywhere. For decades, that connection has arguably been undermined by population growth, urbanization and land area loss, creating a potential divide between people and the natural environment. Through contact with and learning about natural areas we can begin to mend this disconnection and restore our balance with nature. Environmental education (EE) has the potential to facilitate awareness that leads to this connection. Exposure to nature, either through structured EE programs or unstructured play, has many benefits ( Woodgate, 2012).

Environmental awareness is the ultimate driving force that stimulates knowledge on environmental matters. The acknowledgement that an environmental problem exists entails being more cognizant of the facts about the state of the environment. The power behind the awareness can be categorized into three i.e. basic beliefs of an environmental problem, factual and scientific knowledge, and a commitment to solve environmental problems (Hansmann, 2009).

Shobeiri (2005) states that, solving existing environmental crisis requires environmental awareness and its proper understanding which should be deeply rooted in the education system at all levels of school education. The existing curricula at primary, secondary and college levels provide a lot of opportunities to make the students aware of environment. Awareness will make students more knowledgeable on environmental matters thus a possibility of shaping their attitudes and behaviors. Responsible environmental behavior is the ultimate goal of environmental education which is a key foundation to sustainable development (Yurtta and Sullun, 2010).

2.6.2 Environmental Attitudes

Environmental attitudes are related to environmental problems. Environmental attitudes have been defined as ―the collection of beliefs, affect, and behavioral intentions a person holds regarding environmentally related activities or issues‖ . As this definition of environmental attitudes indicates, two types of environmental attitudes have been used in previous literature: ―(1) attitudes toward the environment, and (2) attitudes towards ecological behavior‖ (Kulasekera, 2012).

According to Ogunjinmi (2012), it is believed that an individual‘s personal evaluations are more revealing of the person‘s attitude than what he or she claims to do. Attitudes are favorable or unfavorable feelings toward a characteristic of the physical environment or toward a related problem and are therefore directly related to behavioral change. Behavioral change which is paramount in

addressing environmental challenges is a function of change in behavioral intentions. As a result, people make evaluative judgments about a wide variety of targets based on attitudes (Ogunjinmi, 2012).

Early simplistic linear models of pro-environmental behaviors were portrayed based on this basic assumption. More specifically, it was pointed out that enhancing knowledge would directly lead to an increase of awareness or attitudes, which would also result in more favorable environmental behaviors. Taking a closer look at the theories of attitude-behavior connection, research in the Theory of Planned Behavior propose that attitudes are not direct predictors of behaviors, but they impact behavioral intentions, and this construct together with perceptions of behavioral control could explain a significant amount of variance in actual behaviors. Regarding the attitude-behavior association, several researchers suggested that individuals with favorable attitudes toward the environment had a higher tendency to engage in pro-environmental behavior (Erol and Gezer, 2006).

Understanding the basis of environmental attitudes to facilitate environmental behavior is advantageous, since a clear goal of environmental education is to change behavior. For educators the question should become not only ‗How much do students know about environment?‘ but also ‗What are their attitudes towards environmental quality? (Woodgate, 2012).

The study of environmental attitudes helps reveal local and ‗informal‘ knowledge. It also helps in identifying environmental problems which have not been noticed by formal scientific study and deciding on which problems should be tackled first. Attitudes are much about the public‘s perception of these problems as about their ‗scientific‘ and ‗economic‘ consequences. This means that any government environmental policy is much more likely to be effective if it works together with public perceptions and opinion (Erol and Gezer, 2006).

Reviews of behavior change consistently highlight the complexity involved in determining and changing behavior. Action is influenced by multiple conscious

and unconscious processes. Pro-environmental action in particular is a product of both internal (psychological) and external (socio economic, physical etc.) factors (Gautreau et al, 2012).

As anchored in the objectives of EE, education should help learners value the environment hence getting motivated in making appropriate environmental decision and later on taking action in addressing environmental concerns. This is because change in students‘ behavior has much to do with change in attitude (Chealsea et al, 2012).

2.6.3 Participation in Environmental Activities

One of the aims of EE is to provide learners with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment. EE is therefore meant to create opportunities and capacity for learners to actively engage in addressing environmental challenges. This will involve taking individual as well as corporate responsibility (Erol and Gezer, 2006).

Participation is the point of action towards environmental protection. It is the final stage in EE conceptual framework depicting and informed citizenry with capacity to make informed decisions and take action. Effective participation process should be creative and flexible drawing on the wide array of approaches and methods. It should therefore encourage a creative and original approach in the use of participation techniques (Sarkar, 2011).

Participation is a kind of dynamic activity that enables and encourages people to better play their function in developmental undertakings. In this process, any individual benefits from the right of participating in decision making related to his way of life. The arising question is to find out the factors influencing individuals‘ participation in environmental activities. Goulding (1990) found that, factors of information, education, organization, as well as mutual understanding between individuals and organizations as effective factors in public participation, 21

particularly in environmental activities. Besides this, research has also shown that individual characteristics, such as: sex, maturity, idea development, one‘s familiarity with participation, being alert of the prevailing problems, information concerning the precedent pertinent activities are some other important factors of participation (Akabayashi, 2003).

The United Nations Conference on Environment and Development held in Rio de Janeiro in 1992 reiterated, in Agenda 21, that through EE school children are obliged to participate actively in guarding the quality of the environment. This is because they comprise half of the world population and are highly vulnerable to the effects of environmental degradation now and in the future (United Nations, 1994).

2.7 Environmental Education in Secondary Schools.

Environmental Education (EE) is a lifelong process with the objective of imparting to its target groups in the formal education sectors environmental awareness, ecological knowledge, attitudes, values, commitments for actions, and ethical responsibilities for the rational use of resources and for sound and sustainable development (UNESCO, 2012).

EE as a concept emerged in the 1960s and was generally accepted in the 1970s. It is a new dimension in the education system which has developed as a result of the acceptance of the complexity and urgency of environmental problems. This meant not only learning from or about but also for the environment. Before then, knowledge was compartmentalized into what is commonly known as 'conventional' disciplines such as Biology, Chemistry, Geography, Economics, Psychology, History and Ethics. Each subject area isolated and treated specific environmental phenomena and no one was concerned with the whole (UNESCO, 2012).

However, it was felt that nature does not really fit in conventionally tailored knowledge categories giving rise to new subjects such as ecology 22

accompanied by deep rooted thinking on mankind's relationship with the environment. Emphasis was placed on the conservation of nature and natural resources (UNESCO, 2012).

At the postgraduate level there emerged environmentally oriented programmes such as Environmental Design, Environmental Management, Environmental Science, Environmental Studies and Environmental Engineering. These were reflected in new school subjects like Urban Studies, Civics and Social Studies (UNESCO, 1999).

In the 1960s there arose international concern about the degradation of the environment which was mainly expressed in terms of undesirable impacts of technology and economic activity. The industrial societies felt that they needed a type of education which would lead to economic activities and increased production with a minimum of environmental deterioration. 'The developing societies also showed an interest after being convinced that environment and development could be complementary. This concern and associated activities culminated in the United Nations Conference on the Human Environment held at Stockholm in 1972 that marked the formal focus of EE in all levels of schooling (UNESO-UNEP, 1985).

In realizing the contribution of environment to the national development, The Presidential Working Party on Education and Manpower Development for the Next Decade and Beyond (ROK, 1988) recommended that Environmental Studies be made part and parcel of education and training curricular at all levels of education system. This recommendation led to the introduction of EE in Kenyan curricula at all education level. This is how EE, found its root in Kenyan curriculum. Through the formal training, students in secondary school interact with EE in content infused in disciplines like Biology, Agriculture, Geography and Chemistry (KIE, 2002).

Students at this level are usually receptive and strongly motivated and are capable of understanding the implications of environmental destruction and of trying to take preventive action. However, for school children to meaningfully participate in environmental conservation activities, they should possess dynamic qualities gained through EE. Dynamic qualities are personal qualities of thought, feeling and action which develop in the students through a process of learning in which awareness, understanding, attitude and action are key features (Toili, 1996).

2.8 Summary

Environmental degradation is real and important concern for today‘s society. Evidenced by the impacts of climate change, the degradation has far reaching negative impacts to human livelihoods and economy. It is for this reason that there is need for exploitation of effective ways addressing these challenges. United Nations identified EE as one of the key strategies. Environmental Education is a key tool in environmental conservation. Its objectives include making learners aware of the environment, shaping their attitudes and creating opportunities for them to actively participate in conservation. In order to address the myriad environmental challenges, it is important that students are equipped with relevant environmental knowledge and skills.

In cognizance of these facts, EE in Kenya is taught using multidisciplinary approach. This means that the content of EE has been infused in other subjects in

the curriculum. There is therefore every reason for researchers to focus on evaluating the extent to which EE has been able to achieve its intended goals.

CHAPTER THREE: METHODOLOGY

3.1 Introduction

This chapter discusses the methodology that was used in conducting this study. It describes the study area, study population and identifies both the dependent and independent variables of the study. It also highlights the study design that was employed. Under this category the chapter describes the sample size and sampling methods. It puts into perspective primary and secondary data collection procedures, data analysis procedures used and logical and ethical considerations made in the course of study.

3.2 Study Area

This research was conducted in selected secondary schools in Kasarani and Kibera Divisions of Nairobi County in Kenya. The city is located 1°17′S 36°49′E and occupies an area of about 700 km2 at the south-eastern end of Kenya‘s agricultural heartland. At 1,600m to 1,850m above sea level, it enjoys tolerable temperatures year round. The western part of the Nairobi city is the highest, with a rugged topography, while the eastern side is lower and generally ﬂat. The Nairobi, Ngong, and Mathare rivers traverse numerous neighborhoods in Nairobi and the indigenous Karura forest still spreads over parts of northern Nairobi (CBS, 2001).

Nairobi is at 1,795 meters above sea level and thus enjoys a moderate climate. It has a subtropical highland climate. The altitude makes for some cool evenings, especially in the June/July season, when the temperature can drop to 10 °C. The warmest part of the year is from December to March, when temperatures average the mid-twenties during the day. There are two rainy seasons, but rainfall can be moderate. As Nairobi is situated close to the equator, the differences between the seasons are minimal (ROK, 2002).

Figure 3.1: Map of the study area. Adapted from www.google.co.ke/map of Nairobi county) 14th December 2012.

The livelihood of most inhabitants of Nairobi comes from informal economic activities, and formal wage employment. Those with relatively little capital can accede to informal income-generating activities as the unregulated and unprotected production of goods and provision of services. The formal and informal sectors are generally thought to be symbiotic, with the vitality of the informal sector depending upon the wages and demand generated by formal sector (ROK, 2002).

The informal sector contributes significantly to Nairobi‘s economy and has strong backward linkages with commercial and public enterprises. The creation of employment opportunities in this sector is not necessarily dependent upon direct public expenditure and commitment of public investment in advance. The other 27

advantages of the informal sector are that it uses simple technology appropriate to the resource base of the communities and that it produces jobs at lower costs (Mbogua, 2000).

3.2.1 Kasarani Division

Kasarani is situated in the Eastern part 10 km from the city center along Thika Road. This community comprises mostly of a population of mid-level economic status. Some areas however have been occupied by people of high socio economic and low economic status. Though it is a heterogeneous community majority are mid-level income earners.

3.2.2 Kibera Division

Kibera is located in the capital city of Kenya, south west of Nairobi. Kibera is a slum in Nairobi, located about 6km away from the city Centre. This region was originally a military reserve administered by the Kenya rifles who had rendered at least 12 years of services as early as 1933.

The community consists of various religious sects of Christians and Muslims. Majority of the people who live in Kibera are casual labourers in the city‘s industrial area, while others earn a living from carpentry, tailoring, small shops and food vending. There are also quite a number who are unemployed. Most of the people living in this area are of the low socio-economic status.

3.3 Study Variables

The study focused on three dependent variables namely students‘ level of awareness, attitude and participation in environmental activities.

3.4 Study Population and Sampling Procedures

The target population was students in secondary schools in Kasarani and Kibera Divisions. The study population was 320 form three students in sampled secondary schools in Kasarani and Kibera Divisions of Nairobi County.

The list of all secondary school in Kibera and Kasarani Divisions was acquired from the District Education Office. The schools of study were then selected using random sampling method. Four secondary schools were randomly selected from Kasarani which are Kahawa Garrison Secondary, Baba Dogo secondary, Marion School and Avant Grade school. in Kibera Division the following schools were randomly selected were Olympic Secondary School, Raila Education Centre, Kibera Academy and Nairobi Day school. From each selected secondary school, forty students were again randomly selected from form three making a total sample of three hundred and twenty respondents.

3.4.1 Sample Size

In the course of study 320 questionnaires were distributed. A total of 272 questionnaires were filled and returned. From the questionnaires returned, 138 were for Kasarani Division consisting 86.25% of while 134 were from Kibera Division consisting 83.75%.

3.5 Study Design and Instrumentation

This study used a survey design specifically comparative case study method. This is a study whereby two cases are put into comparison in order to make generalization in terms of similarity or difference in trends of the variables studied. The case is Kasarani and Kibera Divisions. The study design provided information about the presence and strength of associations between variables, permitting the testing of hypothesis about such associations. Both primary and secondary data was collected. This method was chosen because it allows the

researcher the flexibility to adopt both quantitative and qualitative methods and utilize a range of data collection techniques (Freebody, 2003).

3.5.1 Primary Data

Primary data was collected through administration of questionnaires and through observation. The questionnaire was divided into four major sections i.e. personal details, and three sections of awareness, attitude and participation.

3.5.2 Secondary Data

Secondary data was collected from the relevant sources, which included:

• Reports and unpublished data from any projects working in the areas concerning environmental awareness, attitude and participation

• Review of past literature on environmental awareness, attitudes and participation.

3.5.3 Piloting

The questionnaire developed by the researcher was pre-tested at St. Catherine Secondary School, form three classes. This was done with the sole purpose of detecting any weakness and finding out whether the questionnaires were clear to the respondents. During the exercise, unclear and ambiguous questions were reframed and others scrapped. After the exercise, the questionnaires were circulated among teachers to ascertain whether the questions were within the form three students curriculum. This was instrumental in revealing if the anticipated analytical techniques were appropriate (Collins and Hussey, 2003).

3.5.4 Validity and Reliability

Validity refers to the extent to which an instrument measures what it was supposed to measure (Mugenda and Mugenda, 2003). The instrument was evaluated for content validity. This is the extent to which a questionnaire is 30

representative of the respondents should have covered in their course of study. The questionnaire was read and examined to evaluate the clarity of items taking into consideration form three Kenya Curriculum syllabuses, vocabulary and sentence structure.

Reliability is a measure of degree to which research instrument yields consistent results or data after repeated trials (Kothari, 2003). It is verified by the consistency of the observation of an outcome. To test the reliability, the researcher used test-retest technique which involved administering the same instrument twice to identical respondent not included in the study sample. This was done during the validity test.

3.6 Data Analysis

Qualitative and quantitative data techniques were used in analysis of data. Once data was collected, it was cleaned and coded in SPSS by creating categories using numeric values. The data was then entered into spreadsheets and analyzed using Statistical Package for Social Sciences windows 2010 version. This was used to analyze quantitative data to generate frequencies, means, percentages and standard deviations.

3.6.1 Analysis of Variance

Analysis of Variance (ANOVA) is data analysis procedure that is used to determine whether there are significant differences between two or more groups of samples at selected probability level (Collins and Hussey, 2003). In this study, analysis of variance was used to test whether there was any significant difference in the level of awareness, attitude and level of participation in environmental activities among secondary school students in Kasarani and Kibera Divisions.

3.7 Logistical and Ethical Consideration

In order to conduct the research, a letter of request to conduct the research was done to all Principals of the selected schools. The letter was aimed at introducing the researcher, seeking authorization and assistance. This helped reduce suspicion and as result school heads gave maximum support to the study. The respondents were also assured of confidentiality and anonymity of the information they would give.

3.8 Summary

The study took a comparative approach considering two divides of Nairobi. Kibera represented one divide of a city while Kasarani represented another divide. Level of awareness, attitude and level of participation in environmental activities are the dependent variables of the study while the location i.e. Kibera and Kasarani are the independent variables.

Two major methods were used in data collection from a sample of three hundred and twenty form three students from Kasarani and Kibera Divisions. Secondary data was collected through literature review in journals, books and other publications while primary data was collected using researcher designed questionnaires. The research instrument was subjected to piloting and validity test. The data analysis was carried out using computer statistical packages and the hypotheses tested by running an analysis of variance (ANOVA).

CHAPTER FOUR: RESULTS AND DISCUSSIONS

4.1 Introduction

Results and discussion chapter covers the descriptive and inferential statistics of the three objectives of study. These objectives involved level of awareness, attitudes and participation of students in Kibera and Kasarani Divisions. Besides giving the sampling matrix, the chapter covers the statistics of the level of environmental awareness, attitudes and participation of students both in Kibera and Kasarani Division. The results were inferred and discussions made after every objective of study to draw a comparison. Furthermore, the hypotheses were tested by running ANOVA of each of the objectives of study.

4.2 Gender of Respondents

A total of 272 questionnaires were filled and returned. From the questionnaires returned, 138 were for Kasarani Division consisting 50.7% of the total respondents while 134 were from Kibera Division consisting 49.3% of the study population. From the results obtained in Table 4.1 it was also found out that there were more male respondents compared to female respondents. In Kasarani Division, 53.6% of the respondents (n=74) were male while 46.6% were female (n=64) while in Kibera 59.7% were male (n=80) while 40.3% were female (n=54).

It can be suggested that there are more boys than girls in secondary schools in Kasarani and Kibera Divisions. It is further realized that gender parity in Kibera is higher compared to that in Kasarani. In Kibera, female respondents constituted 40.3% (n=54) of the population compared to 46.6% (n=64) in Kasarani Division.

Gender issues are very pertinent in matters of environment and environmental conservation. The findings of this study imply gender discrimination in access to environmental education especially in Kibera division. This has been occasioned by other factors among them enrolment. It is thus evident that more young men

than women have access to EE. This means that women may not effectively play their role in environmental matters. This is also a contributing factor to women discrimination in decision making in the community.

Table 4.1 Gender of the respondents DIVISION MALE FEMALE TOTAL N % N % N % Kasarani 74 53.6 64 46.4 138 50.7

Kibera 80 59.7 54 40.3 134 49.3

TOTAL 272 100%

Research evidence now abounds that suggests that enrolment in school is driven by a host of factors including household wealth status, characteristics and income, child characteristics such as gender, orphan status, among other determinants. For instance, Rose and Al-Samarrai (2001) found that increasing a household‘s wealth index by one unit in Ethiopia increases a boy‘s chances of attending school by 16%, whereas a girl‘s chances are increased by 14%. An almost similar study by Tembon and Al-Samarrai (1999) also found that while this effect may be insignificant for boys in Guinea, the chances are increased by 9% for girls. These results also indicate that poverty in a family is likely to have a more detrimental effect on the decision to enroll a girl in school than a boy. This is a possible explanation for the gender parity in enrolment in secondary school in Kibera and Kasarani Division. Considering the poverty level and other factors in Kibera Division is a possible explanation as to why the ratio of boys to girls is higher compared to Kasarani Division.

A more recent study focusing on Kenya has also found that child characteristics, parental education and other household characteristics, quality and cost of schooling are important determinants of the demand for education services with girls being more affected by policy changes in education than boys (Kabubo- Mariara and Mwabu, 2007).

4.3 Level of Environmental Awareness

During the study, respondents were asked whether they were aware of the role of secondary school students in environmental conservation. From the results indicated in the Table 4.2, it was realized that the majority of students in Kasarani i.e. 87.3% (n=103) were aware of the role of secondary schools in environmental conservation compared to 64.9% (n=74) in Kibera Division.

Table 4.2: Students’ Awareness of their role in Conservation DIVISION QUESTION Are you aware of the role of schools in environmental conservation? YES NO TOTAL N % N % N %

Kasarani 103 87.3 15 12.7 118 50.9 Kibera 74 64.9 40 35.1 114 49.1 232 100

From the observation above, there is more likelihood to find students who are aware of the role of secondary school in environmental conservation in Kasarani than in Kibera. The statistics indicates that students in more formal urban divide of Kasarani are more aware of the role of schools in environmental conservation compared to students in Kibera. This was also evident as 35.1% (n=40) of the respondents in Kibera indicated that they are not aware of the role of schools in environmental conservation compared to 12.7% (n=15) in Kasarani Division. This is a possible explanation for the status of environment in Kibera. It can be suggested that the economic and social factors affecting education in informal settlements are the likely explanation to this difference. This is compounded further by strained resources as a result of implementation of free primary education in Kenya. The likely implication of this finding is that students in Kasarani Division are most likely to take up the challenge of environmental conservation compared to their colleagues in Kibera Division. This will translate to better managed environment in Kasarani compared to Kibera Division.

4.3.1 Level of Environmental Awareness of Environmental Concepts

Environmental Education has a lot to do with clarifying concepts. It is therefore important that students are aware and able to clarify various environmental concepts. In this section, respondents were asked to indicate to what level they were aware of various environmental terms. The level was given in Lickert scale of three levels i.e. No Idea, Slight Idea and good idea. Considering the term environment, the results were as shown below in Table 4.3.

Table 4.3: Students level of awareness of the concept environment LEVEL DIVISION

Kasarani Kibera N % N % No Idea 12 9.3 11 8.4 Slight Idea 44 34.1 42 32.1 Good Idea 73 56.6 78 59.5

TOTAL 129 100 131 100

It was found out that in Kasarani Division, 9.3% of students (n=12) do not have an idea, and 34.1% have a slight idea (n=44) while 56.6% (n=73) have a good idea of the term environment. In Kibera division 8.4% (n=11) have no idea, 32.1% (n=42) have a slight idea while 59.5% have a good idea (n=78) of the term. The general observation indicates that there is a positive relationship between the level of awareness of the concept of environment amongst students in Kasarani and Kibera Divisions as shown in Figure 4.1.

The finding of this study is consistent with the conclusions made by Saiduddin (2003). He noted that it is a convenient scapegoat to pass the blame and responsibility for the low academic performance to factors such as socioeconomic status, family, culture and the learner being less intelligent than the others. Research conducted at high schools in South Dakota showed that all learners are educateable, and that the way in which the school is managed is the most critical factor in determining the quality of education for its learners.

Figure 4.1: Students‘ level of awareness of the concept environment

To further determine the level of awareness of environmental concepts, students were asked to indicate their level of awareness of several other concepts and the results were as shown in Table 4.4.

According to the results in Table 4.4, it was realized that as far as the concept of soil erosion is concerned, 25.6% respondents (n=32) from Kasarani have no idea of the term, 32.0% have a slight idea (n=40) while 42.4% (n=53) have a good idea of the concept. In Kibera division, 26.8% have no idea (n=37) of the concept, 26.8% (n=37) have a slight idea while 46.6% have a good idea (n=64) of the concept. As far as water catchment is concerned, it was found out that 31.8% of respondents (n= 41) in Kasarani Division had no idea while 25.8% (n=32) of respondents in Kibera Division had no idea of the concept. 33.3% (n=43) of the respondents from Kasarani Division can fully explain the concept of water catchment. Though these environmental terms are closely related in the broader sense of environmental conservation, there is a difference in the level of awareness. This poses a question of students understanding of the principle of interrelatedness in environmental conservation. On a general observation, there is a relationship in the trend on the level of awareness.

Table 4.4: Students’ level of awareness of environmental concepts CONCEPT LEVEL DIVISION KASARANI KIBERA

N % N % Waste Recycling No Idea 30 23.4 20 15.9 Slight Idea 61 47.7 64 50.8 Good Idea 37 28.9 42 33.3 Total 128 100 126 100 Water Catchment No Idea 41 31.8 32 25.8 Slight Idea 45 34.9 54 43.6 Good Idea 43 33.3 38 30.6 Total 129 100 126 100 Soil Erosion No Idea 32 25.6 37 26.8 Slight Idea 40 32.0 37 26.8 Good Idea 53 42.4 64 46.4 Total 125 100 138 100 Pollution No Idea 18 13.8 16 12.5 Slight Idea 32 24.6 39 30.5 Good Idea 80 61.6 73 57.0 Total 130 100 128 100 Green Energy No Idea 87 68.5 69 58.9 Slight Idea 32 25.2 33 28.0 Good Idea 8 6.3 16 13.6 Total 127 100 118 100

Pollution is another key concept of environment which respondents were asked to indicate the degree of understanding. According to the results as indicated in the Table 4.4, it is evident that 61.6% (n=80) of respondents in Kasarani Division have a good idea of the term pollution while 57.0% (n=73) of respondents in Kibera Division have a good idea of the concept. This is an environmental concept that majority of the students in secondary school both in Kibera and Kasarani are aware of. More than 50% of all respondents in Kibera and Kasarani Divisions indicated that they have good idea of the concept.

The results obtained in Table 4.4 shows that there is a positive relationship considering the simple majority on the trend of level of awareness of environmental concepts in Kasarani and Kibera Divisions.

Emergent environmental concepts like green energy are little known by students in secondary schools both in Kibera and Kasarani Divisions. The concept green energy is better understood by respondents in Kibera than in Kasarani division. In 38

this category, 6.3% (n=8) and 13.6 % (n=16) of respondents in Kasarani and Kibera Divisions respectively can define and explain the concept of green energy.

These findings are evidence that students in secondary school have little or no awareness of new and emerging concepts relating to environmental issues and problems. These findings agree with the results of the study done in Sabah in Malaysia that concluded that though the level of environmental awareness of secondary school students is generally good, the level of the current issues is lacking (Harun et al, 2011).

The findings of this study suggest that students in secondary school are well aware of some environmental concepts like pollution. A majority of students both in Kasarani and Kibera Division indicated that they have a good idea of these concepts. However, it was also observed that majority of students have no or slight idea of various emergent terms. Given that environmental issues are emergent and dynamic, the findings of this study implies that students in secondary school are not and may not be well prepared in the future to address current and emerging environmental issues.

According to the study done by Drayson et al (2011), it was realized that delivery of education for sustainable development in United Kingdom is disjointed at a national level. The research found limited research and evidence on student opinion of how delivery of education for sustainable development takes place. As a result of this, definition of Education for Sustainable Development (ESD) remains varied and vague. In the previous report of 2010, it was suggested that there was a need for a nationally-accepted guideline for definition, standard assessment procedure and defined indicator/s that could allow understanding of national progress. This study is consistent with the current study which has found out that there is limited level of awareness and understanding of emergent environmental concepts and problems amongst students.

In order to investigate and establish the relationship in the level of awareness on environmental concepts between students in Kasarani and Kibera Divisions, group statistics and one way ANOVA was calculated and the results were as shown in the Table 4.5.

Table 4.5: ANOVA of the level of awareness on environmental concepts CONCEPT DIVISION LIMIT STATISTI P VALUE C Environment Kasarani Mean 2.4649 .06375 95% Confidence Lower 2.3386 Upper 2.5912 Kibera Mean 2.5278 .06094

95% Confidence Lower 2.4070 Upper 2.6486 Waste Kasarani Mean 2.0526 .06807 Recycling 95% Confidence Lower 1.9178

Upper 2.1875 Kibera Mean 2.1574 .06467 95% Confidence Lower 2.0292 Upper 2.2856 Water Kasarani Mean 2.0351 .07674 Catchment 95% Confidence Lower 1.8831 Upper 2.1871 Kibera Mean 2.0000 .06961 95% Confidence Lower 1.8620 Upper 2.1380

Pollution Kasarani Mean 2.5088 .06622 95% Confidence Lower 2.3776 Upper 2.6400 Kibera Mean 2.4907 .06511 95% Confidence Lower 2.3617 Upper 2.6198 Soil Erosion Kasarani Mean 2.1930 .07567 95% Confidence Lower 2.0431 Upper 2.3429 Kibera Mean 2.3796 .07172 95% Confidence Lower 2.2375 Upper 2.5218

From the results obtained, various environmental concepts registered different P values using 95% confidence level. In a concept environment a P value of 0.06375 was obtained. In all the other terms, it was also realized that the P values obtained are greater than 0.05. It was found out that there is a high P value

0.07674 and least P value of 0.06094. The results obtained in the study thus indicate that there is no significant difference in the level of environmental awareness of students in Kibera and Kasarani Divisions. This means that there is a positive relationship of environmental awareness amongst students despite their locale of settlement in an urban divide.

The current study thus accepts the hypothesis postulated. The conclusions made by Saiduddin (2003), noting that it is a convenient scapegoat to pass the blame and responsibility for the low level of awareness to factors such as socioeconomic status, family, culture and the learner being less intelligent than the others is a probable explanation for this finding. This means that level of awareness of environmental problems and concepts is not significantly affected by factors arising from the different divides of an urban divide.

4.3.2 Level of Awareness of Environmental Problems

In this section, respondents were asked to indicate their level of awareness of the environmental problems using a four level Lickert i.e. I have never heard about the problem, (1) have only heard about it (2) , I know the problem (3) and I know the problem, causes and effects (4). The results were as shown in Table 4.6.

According to the results obtained in table 4.6, it was found out that 4.3% (n=5) and 9.7% (n=12) of the respondents in Kasarani and Kibera divisions respectively have never heard about climate change. Under this category, 49.1% (n=57) and 43.5% (n=54) in Kasarani and Kibera Divisions respectively know about climate change, its causes and effects.

Deforestation, soil erosion and climate change are major environmental concerns that are common locally, regionally and internationally. Deforestation is as well one of the major causes of soil erosion and climate change. It was found out that 64.8% (n=81) and 66.4% (n=83) of the respondents in Kasarani and Kibera divisions respectively understand deforestation, its causes and effects. It was also found out that 32.3% (n=40) of the respondents in Kasarani Division and 45.5% 41

(n=56) in Kibera know about, desertification, its effects and causes. On the other hand only 26.6% (n=33) and 19.5% (n=24) of respondents in Kasarani and Kibera Divisions indicated that they have never heard about desertification. Table 4.6: Students’ level of awareness of Environmental Problems PROBLEM LEVEL KASARANI KIBERA N % N % Climate Change 1 5 4.3 12 9.7 2 22 19.0 32 25.8 3 32 27.6 25 20.2 4 57 49.1 54 43.5 Total 116 100 121 100 Deforestation 1 19 15.2 7 5.6 2 9 7.2 16 12.8 3 16 12.8 19 15.2 4 81 64.8 83 66.4 Total 125 100 125 100 Ozone Layer 1 33 26.4 26 21.7 Depletion 2 36 28.8 33 28.3 3 25 20.0 21 17.5 4 31 24.8 39 17.5 Total 125 100 119 100 Desertification 1 33 26.6 24 19.5 2 33 26.6 24 19.5 3 18 14.5 19 15.4 4 40 32.3 56 45.5 Total 124 100 123 100 Water Pollution 1 8 6.3 10 8.0 2 11 8.7 14 11.2 3 19 15.0 16 12.8 4 89 70.1 85 68.0 Total 128 100 125 100 Alien Species 1 62 49.2 57 62.6 2 37 29.4 29 24.8 3 11 8.7 10 8.5 4 16 12.7 21 17.9 Total 126 100 117 100 HIV/AIDS 1 10 7.9 5 4.0 2 14 11.1 10 8.1 3 5 4.0 12 9.7 4 97 77.0 97 78.2 Total 126 100 124 100

Pollution is one of the major problems affecting urban centers. Secondary school students are taught pollution in various subjects in form one, two and three. As far as water pollution is concerned, it was observed that 6.3% (n=8) of the respondents in Kasarani division have never heard about the problem. On the

other hand 8.0% (n=10) of the respondents in Kibera Division have never heard about the problem. Furthermore, 70.1% (n=89) and 68.0% (n=85) of the respondents in Kasarani and Kibera Divisions respectively know the problem, its causes and effects.

From the results obtained, it is evident that students have varied level of awareness of various environmental problems. Though there is a general trend that is common from one division to another, it is still evident that emergent and current environmental problems have low level of awareness.

Alien species has adverse effects on the environment in Kenya. In the Kenya secondary schools in particular, one major case feature in the syllabi. This is the case of water hyacinth in Lake Victoria. It is thus an emergent environmental concern which secondary school students should be aware of. In this particular case, it was observed that respondents had little information about the environmental problem, its causes and effects. It was found out that 49.2% (n=62) and 62.6% (n=57) of the respondents in Kasarani and Kibera Divisions have never heard about it. Furthermore, 29.4% (n=37) and 24.8% (n=29) of the respondents in Kasarani and Kibera Divisions respectively have only heard about the problem. It was also realized that 8.7% (n=11) and 8.5% (n=10) of the respondents in Kasarani and Kibera Divisions respectively know the problem. On the other hand, only 12.7% (n=16) and 17.9% (n=21) of the respondents in Kasarani and Kibera Divisions know about alien species, its causes and effects.

From these findings, it is evident that secondary school students are less aware of emergent environmental problems. This implies that these students are not well prepared to address these challenges.

Respondents were also asked on their level of awareness on HIV/AIDS. It was found out that 77.0% (n=97) and 78.2% (n=97) of the respondents in Kasarani and Kibera respectively were aware of HIV/AIDS its causes and effects. It was

also realized that 7.9% (n=10) and 4.0% (n=5) of the respondents in Kasarani and Kibera Divisions have never heard about the problem.

From the results above it was realized that there is a general relationship in the students‘ level of awareness of environmental problems in both Kasarani and Kibera Divisions. It was also noted that students in secondary schools have little awareness on emergent environmental problems like alien species. These findings thus agree and are consistent with the studies done by Harun et al (2011) on environmental awareness of secondary school students in Sabah (Harun et al, 2011). It can be argued that emergent environmental issues and problems have not found an appropriate place in the secondary school curricular. Furthermore, the teachers of environmentally related subjects have no or limited training on these environmental issues and problems. The findings of this study imply that students in secondary schools may not effectively address current and emergent environmental issues as a result of the low level of awareness.

It can be argued that curriculum in Kenyan secondary schools is not current and not dynamic as well. This can be suggested as the possible explanation as to why students in secondary schools have low level of awareness on current and emergent environmental issue.

To investigate and compare the significance of the relationship in the level of environmental awareness among students in Kasarani and Kibera Divisions, a group statistics and one way ANOVA was calculated and the results are as shown in Table 4.7.

From the results obtained, it was observed that different environmental problems registered different P values. In Climate Change for instance a P value of 0.08744 was obtained. In all the other environmental problems, it was also realized that the P value obtained is greater than 0.05. The results obtained in the study thus indicate that the there is no significant difference in the level of environmental

awareness of students in Kasarani and Kibera Division. The hypothesis postulated is therefore accepted.

Table 4.7: ANOVA of the level of awareness of environmental problems PROBLEM DIVISION MEAN/CONFIDENCE STATISTIC P VALUE LIMIT Climate Change Kasarani Mean 3.2358 .08744 95% Confidence Lower 3.0625 Upper 3.4092 Kibera Mean 3.3243 .28623 95% Confidence Lower 2.7571

Upper 3.8916

Desertification Kasarani Mean 2.5283 .11702 95% Confidence Lower 2.2963 Upper 2.7603 Kibera Mean 2.8919 .11183 95% Confidence Lower 2.6703

Upper 3.1135 Water Pollution Kasarani Mean 3.5660 .08156 95% Confidence Lower 3.4043

Upper 3.7278

Kibera Mean 3.4865 .08573 95% Confidence Lower 3.3166 Upper 3.6564 Alien Species Kasarani Mean 1.9151 .10307 95% Confidence Lower 1.7107

Upper 2.1195 Kibera Mean 1.9730 .10894 95% Confidence Lower 1.7571 Upper 2.1889 HIV/AIDS Kasarani Mean 3.6981 .07720 95% Confidence Lower 3.5450 Upper 3.8512 Kibera Mean 3.6396 .07763 95% Confidence Lower 3.4858

Upper 3.7935

The findings of this study suggest that the several divides in an urban set up has no significant effect on the level of environmental awareness amongst students. It thus suggest that the location within and urban area has little or nothing to do with the students level of awareness.

4.3.3 Institutions of Environmental Management

In the study, the researcher sought to know whether secondary school students are aware of the lead institutions and agencies in environmental management. This is fundamental in helping leaners acquire the principle of cooperation as enshrined in the Belgrade‘s charter. Under this section respondents were asked to indicate whether they are aware of any government arm, ministry, parastatal or organization responsible for managing major national environmental resources i.e. wildlife, Arid and Semi-Arid land, Soil, water and forests in Kenya. The responses were as indicated in the Table 4.8

The results obtained shows that 77.3% (n=85) and 63.1% (n=53) of the respondents in Kasarani and Kibera Divisions respectively are aware the government agency which deals with wildlife conservation. It was also found out that most of the respondents were aware of Kenya Wildlife Service. Furthermore, 66.3% (n=69) and 53.4% (n=42) of the respondents in Kasarani and Kibera Divisions respectively know of a body that manages water resource while 41.2% (n=40) and 45.6 % (n=36) of the respondents in Kasarani and Kibera Divisions indicate that they know a government body or ministry responsible in management of forests.

From the results in Table 4.8, it was realized that students in secondary schools are more conversant of management of some natural resources than others. For instance, more students in both Kasarani and Kibera Divisions are aware of wildlife management in Kenya than soil, water, forest and ASALs. It can be suggested that students are not aware of institutions managing some resources because of lack of physical encounter with the resources. This has a lot to do with the curriculum used as well as the teaching and learning methods employed during the study. The implications of these findings are that students in secondary schools will not be able to look at environment in totality and be able to collaboratively work towards solving environmental problems.

Table 4.8: Awareness of institutions of environmental management DIVISION KASARANI KIBERA RESPONSE YES NO YES NO Are you aware of the N % N % N % N % institution managing the following resources? Wildlife 85 77.3 25 22.7 53 63.1 31 36.9

Water 69 66.3 35 33.7 42 53.4 36 46.8 Forests 40 41.2 57 58.8 36 45.6 43 54.4

Soil 16 16.8 79 83.2 15 20.3 59 79.7

ASAL 15 15.6 81 84.4 12 16.2 62 83.8

On a general note however, there is a positive relationship in the knowledge of management of natural resource in both Kasarani and Kibera Divisions. It can be argued that EE takes place even outside classroom. Secondary school students are equally exposed to EE content while outside the classroom. This might be the reason as to why some institutions are well known than others. This is a call to diversify EE approaches both within and without secondary school set up to give leaners much needed exposure that is key to participation in environmental activities.

According to studies done by Kulasekara on Environmental Awareness of Higher Secondary School Students in Cuddalore District, it was found out that male and female students, rural and urban area students, arts and science group students differ significantly in their Environmental Awareness (Kulasekara, 2012) This study introduces the factor of various locale within an urban set up in Nairobi Kenya.

From the current study, it has been found out that there is no significant difference in the level of environmental awareness amongst students in different divides of an urban set up.

From the study, it was also found out that students in both informal and formal set ups of urban areas are less aware of emergent environmental issues. Considering environmental issues like alien species, it was noted that students are less aware of this and other emergent environmental terms and problems. This is a key indicator that learners are not being exposed to current and emergent environmental issues. This is a reflection of the contents of the curricular being used to train EE in secondary schools. The findings of this study are consistent with conclusion made by Harun et al, (2011).

Besides the findings in this study, there are other studies done that have found out that indeed the level of environmental awareness changes depending on other factors. Research done by Kulasekara, (2012) postulated important finding involving environmental awareness as follows

a) There is significant difference between male and female in respect of their Environmental Awareness.

b) There is significant difference between rural and urban area students in respect of their Environmental Awareness.

c) There is significant difference between arts and science group students in respect of their Environmental Awareness.

4.4 Environmental Attitudes

Environmental attitude of students on personal responsibility to environmental matters was determined by considering the personal roles and willingness to take action for or against environmental conservation. Under this section, respondents were given statements to respond to in lickert scale of five levels i.e. strongly agree (SA), agree (A), not sure (NS), disagree (D) and strongly disagree (SD).

4.4.1 Importance of EE

Respondents were asked whether EE is important in secondary schools and the results were as indicated in table 4.9 below. It was realized that 9.3% (n=12) and 9.9% (n=13) of the respondents in Kasarani and Kibera Divisions respectively strongly disagree that EE is important. On the other side, 44.2% (n=57) and 46.6% (n=61) of the respondents in Kasarani and Kibera Divisions respectively strongly agree with this statement.

Table 4:9: Students’ attitude on the importance of EE in schools. STATEMENT LEVEL DIVISION KASARANI KIBERA N % N % EE is important SD 12 9. 3 13 9.9 in Secondary D 12 9.3 14 10.9 Schools NS 16 12.4 12 9.5 A 32 24.8 30 22.9 SA 57 44.2 61 46.6 Total 129 100 130 100

KEY: SD: Strongly Disagree D: Disagree NS: Not sure A: Agree SA: Strongly Agree

From the results obtained above, it is noted that the reception of EE and how seriously it is taken by students is a matter of concern. The results imply that though the majority of the students agree that EE is important, it is still evident that some students do not treat it seriously.

This study reveals that students in urban secondary school strongly agree that EE is as important as any other subject in secondary schools. It is also observed that, the study is consistent with the findings made by Shivakumar on Environmental Attitude among the Secondary School Students. He found out that students in urban areas have better environmental attitudes (Shiyakumar, 2011).

From the study, it was also realized that there is a positive relationship on how secondary school students value EE in secondary schools both in Kasarani and

Kibera Divisions as shown in Figure 4.2. This means that the location within an urban center does not have significant influence on how students perceive the importance of EE.

Figure 4.2 Students‘ attitude on importance of EE in schools

4.4.2 Cleanliness

Secondary school students have a major role in ensuring the cleanliness of the school and its facilities. Regarding their role in cleanliness, the respondents were asked as to whether cleanliness is the responsibility of city council and as to whether all secondary schools should hire cleaners and not use students and the results were as shown in the Table 4.10.

It was realized that majority of the respondents both in Kibera and Kasarani Divisions believe that cleanliness is the sole responsibility of the City Council. From the results, it was observed that 52.8% (n=66) and 33.9% (n=42) in Kasarani and Kibera Divisions strongly agree that cleanliness in the responsibility of the city council. On the other hand, 12.0% (n=15) and 18.5% (n=23) of the respondents in Kasarani and Kibera Divisions strongly disagree with the statement that cleanliness in the city in the sole responsibility of City Council.

Though there is a relationship on these levels across Kasarani and Kibera Divisions, the results shows that respondents in Kasarani are more likely to live everything on city cleanliness to the Council compared to respondent from Kibera Division.

Table 4.10: Students’ attitudes towards cleanliness STATEMENT LEVEL DIVISION KASARANI KIBERA N % N % Cleanliness is the SA 66 52.8 42 33.9 sole responsibility of A 19 15.2 25 20.2 City Council NS 5 4.0 8 6.5 D 20 16.0 26 21.0 SD 15 12.0 23 18.4 Total 135 100 124 100

All secondary SA 60 46.5 54 40.7 schools should hire A 21 16.6 21 15.8 cleaners and not use NS 6 4.7 6 4.5 students D 21 16.5 26 19.5 SD 20 15.7 26 19.5 Total 128 100 133 100

KEY: SD: Strongly Disagree D: Disagree NS: Not sure A: Agree SA: Strongly Agree

Regarding hiring of cleaners in secondary schools, 46.5% (n=60) and 40.7% (n=54) of the respondents from Kasarani and Kibera Divisions strongly agree that all secondary schools should hire cleaners and not make use of the students. On the other hand 15.7% (n=20) and 19.5% (n=26) of the respondents from Kasarani and Kibera Divisions respectively strongly disagree with the idea of hiring the cleaners. Though there is a general relationship in the response of this statement, the results show that students in Kibera Division are more likely to do the cleanliness of their own school compared to students in Kasarani Division.

From the results in Table 4.10, it is evident that students in secondary schools have a negative attitude towards their participation in cleaning. The results suggest that other people should take responsibility of managing the environment around them. It can be suggested that students in secondary schools have poor 51

attitude towards taking responsibility of ensuring cleanliness. The likely implication of the findings of the study shows that students in secondary schools will unlikely participate in cleanliness. The findings of this study are consistent with the conclusions made by Busteed et al (2009) that students do not understand the implications of their individual actions.

This finding introduces major paradox that faces EE in secondary schools and the community at large. Majority of the students agree that EE has a great role to play in the society however they still believe that other people should take responsibility and not themselves in ensuring that the environment is taken care of. Majority of the students in both Kibera and Kasarani Divisions strongly agree that the cleanliness of the city is the sole responsibility of city council. Respondents also strongly agree that secondary schools should hire cleaners and not make use of students. These findings are contrary to the finding that majority of the respondents in Kasarani and Kibera Divisions agree that they can do something as individuals to make the environment better.

4.4.3 Personal Responsibility

Attitude has a strong relationship with taking personal responsibility. Respondents were asked whether as individuals they could not do something to make the environment better and the results were as shown in Table 4.11.

It was found out that 49.6% (n=65) and 50.0 % (n=67) of the respondents in Kasarani and Kibera Divisions respectively strongly disagree to the statement. Their attitude reflects their willingness and capacity that they can do something about the environment. On the other hand, 12.2% (n=16) and 8.2% (n=11) of the respondents in Kasarani and Kibera Divisions respectively strongly agree that they cannot do anything about the environment.

Table 4.11: Students’ personal responsibility on environment issues STATEMENT LEVEL DIVISION KASARANI KIBERA As an N % N % individual I SA 16 12.2 11 8.2 cannot do A 10 7.6 8 6.7 something to NS 7 5.3 13 9.7 make the D 33 25.2 34 25.4 environment SD 65 49.6 67 50.0 better Total 131 100 131 100

KEY: SD: Strongly Disagree D: Disagree NS: Not sure A: Agree SA: Strongly Agree

From the results obtained, it is realized that the majority of secondary school students in both Kasarani and Kibera Divisions strongly believe that they have a role to play in addressing environmental challenges as individuals. This implies that secondary school students are a potential for raising a conservation culture and a generation of environmentally sensitive citizenry. The results clearly indicate that students have a potential sense of responsibility to ensure that environmental problems are addressed.

Busteed et al (2009) in his study concluded that despite the environmental knowledge that students have, they do not act on their personal obligations. Many students also believed that their voice is not heard nor respected in the community. The combination of these factors and the lack of encouragement from family and community members contributed to the conclusion that the students foster apathetic attitudes and perceptions on the environment and thus lack proper motivation to participate in environmental conservation. It can be suggested that this is a probable explanation as to why majority of students in secondary believe that the can do something to make the environment better while on the other side they have a poor attitude towards taking responsibility like cleaning.

Attitude on making donations to environmental conservation is another item of personal responsibility and commitment to environmental management. In terms of making donation towards environmental protection, the respondents were asked whether if ever they get extra pocket money, they will donate for environmental conservation and the results were as shown in Table 4.12.

Table 4.12: Attitude on making donations for environmental conservation STATEMENT LEVEL DIVISION KASARANI KIBERA If I get extra pocket N % N % money, I will donate SA 28 21.4 29 22.1 for environmental A 48 36.6 42 32.1 protection NS 29 22.1 20 15.2 D 14 10.7 17 13.1 SD 12 9.2 23 17.5 Total 131 100 131 100

KEY: SD: Strongly Disagree D: Disagree NS: Not sure A: Agree SA: Strongly Agree

From results obtained in the Table 4.12, it was realized that 21.4% (n=28) and 22.1% (n=29) of the respondents in Kasarani and Kibera Divisions respectively strongly agree that if they get extra pocket money, they will donate to environmental protection. It was also found out that more respondents in Kibera strongly disagree to making donation than those in Kasarani. In this category 9.2% (n=12) of the respondents in Kasarani Division strongly disagree that they will make a donation for environmental conservation while in Kibera 17.5% (n=23) are of this opinion.

The results obtained indicate that there is an average potential among students in donating towards environmental conservation. According to Pentecost et al (2007), it was observed that student groupings significantly influence donating behavior. This therefore, implies that different motivations may underlie intended donating behavior. Students were found to rate the importance of the charity to be significant for all forms of donation behavior. This suggests that organizations

should focus on the importance of their charity when trying to attract donations of money, time and goods from the student demographic. For a more focused intended behavior, e.g. specifically money or specifically time, then attitude towards the charity are also a significant factor for money and time but not for goods. For this particular form of donation behavior, the importance of the need has a significant influence, whereas attitude towards the charity does not. It can therefore be suggested that the average willingness to donate towards conservation is as a result of the way students have perceived environmental conservation as of average importance.

It can be concluded that the majority of secondary school students in Kasarani and Kibera Divisions have a negative attitude towards taking personal responsibility in addressing environmental concerns. This finding agrees and is consistent with the findings of Sarkar, which concludes that students have overall unfavorable environmental attitudes relating to the influences and responsibility of human activity on environment (Sarkar, 2011).

4.4.4 Conservation

Attitude of students towards conservation of natural resources and economic development shows students mental predisposition towards one thing or the other. It also highlights attitudes towards competing priorities of sustainable development. Respondents were asked in these broad areas and the results were as shown in Table 4.13.

From the results obtained table it was evident that there is a generally related trend on the attitude of students in Kasarani and Kibera Divisions towards conservation of natural resources. Regarding the clearing of forests for settlement, 67.9% (n=89) and 68.7% (n=90) of the respondents in Kasarani and Kibera Divisions strongly disagree. In the same statement, a minimal 3.8% (n=5) and 2.3% (n=3) of the respondents in Kasarani and Kibera respectively strongly agree to the statement that Mau forest should be cleared for settlement. These results

are a clear indication that the majority of secondary school students are aware of the role of forests. Mau Forest is not in Nairobi however the students value it. This indicates that the students are aware of the ecological role of the forest and the implications that will come with clearing it.

Table 4.13: Attitudes on conservation of natural resources STATEMENT LEVEL DIVISION KASARANI KIBERA N % N % Environmental SA 11 8.9 23 18.6 Resources are A 18 14.6 26 20.8 infinite NS 54 43.5 42 33.9 D 21 16.9 17 13.9 SD 20 16.1 16 12.8 Total 124 100 124 100 Economic SA 8 6.3 8 6.3 growth is more A 14 10.9 15 11.4 important than NS 17 13.5 14 10.3 environmental D 44 34.1 44 33.3 protection SD 45 35.2 51 38.6 Total 128 100 132 100 Mau forest SA 5 3.8 3 2.3 should be A 11 8.4 8 6.1 cleared for NS 4 3.1 7 5.3 settlement D 22 16.8 23 17.6 SD 89 67.9 90 68.7 Total 131 100 132 100 The Maasai have SA 25 19.2 26 19.7 a right to protect A 28 21.5 26 19.7 their livestock NS 10 7.7 18 13.6 even if it means D 25 19.3 23 17.4 killing lions SD 42 32.3 39 29.6 Total 130 100 132 100

KEY: SD: Strongly Disagree D: Disagree NS: Not sure A: Agree SA: Strongly Agree

In matters relating to human wildlife conflicts, it was realized that 19.2%(n=25) and 19.7% (n=26) of the respondents in Kasarani and Kibera Divisions respectively strongly agree to the statement that the Maasai should protect the livestock even if it means killing the lions. In the same statement 32.3% (n=42) and 29.6% (n=39) of the respondents in Kasarani and Kibera Divisions strongly disagree to this statement.

On the limit of the environmental resources, 8.9% (n=11) and 18.6% (n=23) of the respondents in Kasarani and Kibera Divisions strongly agree to the statement that the earth‘s resources are infinite. On the same statement 16.1% (n=20) and 12.8% (n=16) of the respondents in Kasarani and Kibera Divisions respectively strongly disagree to this statement. The results indicate that most students in secondary school are not well informed about finiteness of natural resources. A majority of the students‘ neither strongly agree nor strongly disagree. In this case, there are chances of students misusing resources and failing to adapt to environmental behavior like re-use and recycling.

On matters of sustainable development, taking into consideration environmental conservation and economic development, it was realize that 6.3% (n=8) both in Kasarani and Kibera Divisions strongly agree to the statement that maintaining economic growth is more important than environmental conservation. On the other hand 35.2% (n=45) and 38.6% (n=51) of the respondents in Kasarani and Kibera consecutively strongly disagree with this statement. Because attitudes and values often agree, these factors are likely to correlate with each other, as positive attitudes towards environmental responsibility correlated with naturocentric attitudes. In their study, Kaiser, Wölfing and Fuhrer (1999) found that environmental knowledge, environmental values and intention of ecological action behavior to be the three main factors predicting actual ecological behavior of adult people. This is a probable explanation to the observed favorable attitudes towards conservation among students.

This research also found out that majority of the students in urban school contexts had a positive attitude towards sustainable development and conservation of natural resources. Concerning human wildlife conflicts, the study revealed that students had a feeling that human activities do not influence environment negatively. For example, they expressed an unfavorable attitude relating to the balance of the environment. Their responses suggested that there is no sustainable balance between animal conservation and human economic activities. This

finding is alarming because many of the environmental problems including the imbalance of environment are caused by human activities.

It can be argued that this is a reflection of deficiency of environmental knowledge. Environmental Education content as presented in the secondary textbooks does not portray the relationship between human activity and quality of environment. It can be suggested that students had the deficiency of knowledge in this respect, and hence, had unfavorable attitudes. This argument concurs with the idea that increased environmental knowledge may help improve environmental attitudes (Bradley et al., 1999; Ramsey and Rickson, 1976).

According Drayson et al (2011), information on the student perspective of ESD in secondary schools remains limited, except the contribution of the precursor to this follow-up research. Further evidence supports the finding that students recognize that education institutions can play an important role in developing environmental awareness and behaviors, a finding that is consistent with this study. The study also indicates that institutions must be wary of ‗overloading‘ students with ESD. ESD can be a way of providing both generic high-level skills as well as the SD specific skills identified by policy as being necessary for a sustainable economy. However acceptance of this need for green skills is not universal with many employers seeing green issues as a distant problem. This has potential impacts on the prioritization of skills and desire to learn among students.

4.4.5 Social Responsibility

Social issues and social responsibility play a key role in determining people‘s environmental attitudes. Asked as to whether Shops and supermarkets should be stopped from issuing free plastics bags to customers and use of contraceptives to control births in Kenya, the results were as shown below in Table 4.14.

Table 4.14: Attitude on environment and social responsibility STATEMENT LEVEL DIVISION KASARANI KIBERA N % F % People should SA 31 24.8 37 28.7 use A 36 28.8 37 28.7 contraceptives NS 16 12.8 11 8.6 for birth control D 10 8.0 19 14.7 SD 32 25.6 25 19.4 Total 125 100 129 100 Shops should SA 21 16.2 23 17.4 not issue free A 22 16.9 24 18.2 plastics bags to NS 8 6.2 4 3.0 customers D 26 20.0 36 27.2 SD 53 40.7 45 34.2 Total 132 100 131 100

KEY: SD: Strongly Disagree D: Disagree NS: Not sure A: Agree SA: Strongly Agree

From Table 4.14, it was realized that 16.2% (n=21) and 17.4% (n=23) of the respondents in Kasarani and Kibera Divisions respectively strongly agree that shops should not issue free plastic bags to customers. On the other hand, 40.7% (n=53) and 34.2% (n=45) of the respondents in Kasarani and Kibera respectively strongly disagree with this.

The results suggest that majority of students in secondary schools still prefer the issuance of plastic bags by shops. Addressing issues of solid waste management and particularly plastic papers is a challenge in Nairobi. It is the major source of pollution in the city whose impacts cannot be overemphasized. The results obtained clearly indicates attitude towards lifestyle and culture. This implies that students in urban secondary schools both Kasarani and Kibera are not receptive to environmental behavior. In a study done by Miller (2011), in United Kingdom, he found out that only 3.9% of the students indicated a ban as the only option supported for reducing plastic bag numbers. Students who chose a ban only or a ban in combination with other options were 13.6%. A substantially higher

number of UK shoppers reported that they would support a ban on free plastic bags at 61%.

Despite, students‘ positive attitudes towards environmental conservation, the attitude towards plastic bags introduces a set of negative relationship. This finding is consistent with the conclusion made by Shivakumar, (2011) that locality and type of school have interaction effect on environmental attitude. Urban set up has greatly affected the attitude of the use of plastic bags. There is need to work on practical knowledge that solves environmental problems by providing alternatives within the school curriculum that are environmental sound.

Family planning is another key social environmental issue. There are varied attitudes towards the use of contraceptives to control population growth despite it being taught in secondary schools. On the use of contraceptives to control population growth, it was found out that 24.8% (n=31) and 28.7% (n=37) of the respondents in Kasarani and Kibera Divisions respectively strongly agree that contraceptives should be used to control births in Kenya. On the other hand 25.6% (n=32) and 19.4% (n=25) of the respondents in Kasarani and Kibera Divisions respectively strongly disagree to this statement. These findings imply that there is still likelihood that secondary school students in Kasarani and Kibera Divisions will be victims of early pregnancies while in school or make parents who do not exercise birth control. This means that addressing the matters of population control within the population will not be easy.

These results indicate that there is neither strong disagreement nor strong agreement of the use of contraceptives in family planning. This means that the concept is still debatable among secondary school students. According to the conclusion made by Mung‘ong‘o et al (2010), the majority of secondary school students have good to average knowledge on contraception, but this did not translate into an increased level of use. He noted that there is a need to strengthen the training that enables provision of quality counseling services on choice and

proper use of contraceptives. The need for training is a possible explanation for the results obtained in this study.

To investigate the significance in the relationship of the attitudes of student in Kasarani and Kibera Divisions, a group statistics and one way ANOVA was calculated and the results were as shown below in Table 4.15.

Table 4.15: An ANOVA of environmental attitudes among secondary school students in Kasarani and Kibera

STATEMENT DIVISION MEAN/CONFIDENCE LIMIT STATISTIC P VALUE

Cleanliness of the Kasarani Mean 2.1909 .14236 City is the 95% Confidence Lower 1.9088 responsibility of Upper 2.4731 Nairobi City Kibera Mean 2.6364 .14596 Council 95% Confidence Lower 2.3471

Upper 2.9257 The Maasai have a Kasarani Mean 3.2182 .14577 right to protect 95% Confidence Lower 2.9293 their animals even Upper 3.5071 if it means killing Kibera Mean 3.1727 .14316 lions 95% Confidence Lower 2.8890 Upper 3.4565

Mau Forest should Kasarani Mean 4.3091 .10940 be cleared for 95% Confidence Lower 4.0923 settlement Upper 4.5259 Kibera Mean 4.4273 .09790 95% Confidence Lower 4.2332 Upper 4.6213 Environmental Kasarani Mean 3.8000 .13031 Education is not as 95% Confidence Lower 3.5417 important as any Upper 4.0583 other curriculum in school Kibera Mean 3.9818 .21261 95% Confidence Lower 3.5604 Upper 4.4032 Contraceptives Kasarani Mean 2.7909 .14731 must be used to 95% Confidence Lower 2.4989 control births in Upper 3.0829 Kenya Kibera Mean 2.6545 .14115

95% Confidence Lower 2.3748 Upper 2.9343 All secondary Kasarani Mean 2.5273 .31496 schools should 95% Confidence Lower 1.9030 hire cleaners and Upper 3.1515 not use students Kibera Mean 2.6636 .18459

95% Confidence Lower 2.2978

Upper 3.0295

On a general note, the study found out that in all the six statements, there was a high P value of 0.31496 and the least P value of 0.09790. The results obtained in the study thus suggest that the observed result would be highly likely under the null hypothesis in Kasarani and Kibera Divisions. This means that there is no significant difference in the environmental attitudes of students in Kibera and Kasarani Divisions and thus the hypothesis postulated is rejected.

It can therefore be concluded that different divides within an urban set up does not significantly alter students‘ environmental attitudes. This means that there is a close relationship of environmental attitudes amongst students despite their locale of settlement in an urban divide. The current study thus accepts the hypothesis postulated.

4.5 Participation in Environmental Activities

One of the primary goals of EE is to empower the world population to maintain and enhance environmental quality. One of the key specific objectives is that environmental education should provide individuals and social groups with an opportunity and capacity to be actively involved at all levels working towards the resolution of environmental problems (UNESCO, 1999).

4.5.1 Waste Management

Solid waste management is one of the major environmental problems facing urban centers. In Nairobi particularly, disposal of solid waste is a major challenge. The researcher sought to find out students participation in areas surrounding management of waste and the results were as shown in Table 4.16.

From the results obtained in Table 4.16, it was realized that 9.4% (n=12) and 12.7% (n=17) of the respondents in Kasarani and Kibera Divisions respectively indicated that they do not dispose their litter in dustbins. On the other hand, 36.7% (n=47) and 38.8% (n=52) respectively indicated that they sometimes

dispose their litter in the dust bins while 53.9% (n=69) and 48.5% (n=65) respectively noted that they always dispose their litter in the dust bins.

Table 4.16: Students participation in waste management ACTIVITY LEVEL DIVISION KASARANI KIBERA F % F % Use of Dustbins Never 12 9.4 17 12.7 Sometimes 47 36.7 52 38.8 Always 69 53.9 65 48.5 Total 128 100 134 100 Picking litter in the Never 29 22.8 26 20.0 compound Sometimes 71 55.9 60 46.2 Always 27 21.3 44 33.8 Total 127 100 130 100 Recycle and Reuse of Never 74 60.2 69 52.7 waste Sometimes 33 26.8 42 32.1 Always 16 13.0 20 15.3 Total 123 100 131 100

Waste recycling and reuse is another efficient way of managing solid waste. In this case, 60.2% (n=74) and 52.7% (n=69) of the respondents in Kasarani and Kibera Divisions indicated that they neither re-use nor recycle their waste paper, 26.8% (n=33) and 32.1% (n=42) respectively does this sometimes while only13.0% (n=16) and 15.3% (n=20) do this always. It was also found out that 21.3% (n=27) and 33.8% (n=44) of respondents in Kasarani and Kibera Divisions always voluntarily pick litter around their homes and school compounds, 55.9% (n=71) and 46.2% (n=60) do this sometimes while 22.8% (n=29) and 20.0% (n=26) do not do this voluntarily.

From the results obtained, it is evident that there is a challenge in students‘ participation in waste management. Schools are key sources of solid waste in urban centers and the unfavorable attitudes of students towards basic waste management procedures like use of dustbins and picking of litter is a cause for alarm. Indeed this is a possible explanation for solid waste problem in urban areas. Though there is general relationship in waste management in Kasarani and

Kibera, the study on a general note reveals that waste management in secondary schools and particularly participation of students is a challenge.

The findings from this study have great implications for waste management practices in secondary schools and the need to increase students‘ awareness of waste management issues and practices. The study has revealed the need for behavioral and attitudinal change which is essential in effective participation in waste reduction, reuse and recycling. This is evident since in the previous section it was found the majority of the students had a negative attitude towards taking personal responsibility in addressing environmental challenges.

4.5.2 Participation and Personal Responsibility

Taking responsibility of environmental concerns requires individual effort and personal drive. In this section, the researcher sought to find out the level of taking responsibility and participation and the results were as shown in Table 4.17.

Table 4.17: Personal responsibility and environmental participation ENVIRONMENTAL LEVEL OF DIVISION ACTIVITY PARTICIPATION KASARANI KIBERA N % N % Turn off running water Never 10 7.9 13 9.8 taps Sometimes 29 22.8 39 29.3 Always 88 69.3 86 60.9 Total 127 100 138 100

I don‘t wait for Never 29 23.0 30 22.9 authority to pick litter Sometimes 61 48.4 55 42.0 Always 36 28.6 46 35.1 Total 126 100 131 100

From the results obtained in Table 4.17, it was found out that in case of running water tap 7.9% (n=10) and 9.8% (n=13) of the respondents in Kasarani and Kibera Divisions respectively will not turn it off. On the other hand, 22.8% (n=29) and 29.3% (n=39) of the respondents in Kasarani and Kibera respectively noted that they do this sometimes while 69.3% (n=88) and 60.9% (n=86) do this always. It was also found out that, 28.6% (n=36) and 35.5% (n=46) of the

respondents in Kasarani and Kibera Divisions do not wait for authority i.e. teachers or prefects to take environmental responsibility e.g. pick litter while 48.4% (n=61) and 42.0% (n=55) respectively do this sometimes and 23.0% (n=29) and 22.9% (n=30) will only do this in the presence of authority.

This study reveals that students in secondary school will act on recognition of authority. Besides this, it also revealed that majority of students will endeavor to turn off running water. In this category, more students in Kasarani will turn off running water taps at 69.3% (n=88) while 60.9% (n=86) of the respondents in Kibera will do the same. This implies slightly higher level of responsibility among Students in Kasarani than in Kibera as far as turning off running water taps is concerned

According to the findings made by Mergler, and Spooner (2011), the results revealed high levels of personal responsibility and emotional intelligence for all adolescents, indicating that the public and private high schools surveyed appear successful in supporting their students in these areas. This finding is inconsistent with the findings of the current study. The study is however consistent with the findings that no significant differences were found between school sector on emotional intelligence or personal responsibility

This finding is consistent with the conclusions of the study done by Toili, which concluded that environmental action in secondary schools was mainly realized through punishment, routine manual work and assignments. (Toili, 2007). In his study, he notes that this is as a result of deficiency of dynamic qualities which facilitate environmental action among some students. He categorized the qualities into basic and integrated dynamic qualities which include showing sensitivity to environmental quality; monitoring one‘s action in relation to environmental quality; showing concern for environmental quality; and showing interest in environmental management. The integrated qualities included: Accepting and seeking responsibility for environmental action; Exercising initiative in conserving environmental quality; showing commitment to environmental 65

conservation; and showing independence of thought and action in environmental action.

4.5.3 Tree Planting and Clean Up Initiatives

Secondary school students play a key role in tree planting and clean up exercises. During the study, the researcher sought to know the level of students‘ participation in tree planting and clean up initiatives and the results were as shown in table 4.18.

Table 4.18: Participation in tree planting and clean up initiatives ACTIVITY LEVEL DIVISION KASARANI KIBERA Clean up and N % N % Tree planting Never 19 14.8% 21 15.7% Initiatives Sometimes 58 45.3% 64 47.8% Always 51 39.8% 49 36.6%

From the results obtained, it was realized that 39.8% (n=51) and 36.6% (n=49) of the respondents in Kasarani and Kibera Divisions respectively always participate in organized clean up and tree planting initiatives, 45.3% (n=58) and 47.8% (n=64) of the respondents respectively do this sometimes while 14.8% (n=19) and 15.7% (n=21) of the respondents in Kasarani and Kibera Divisions respectively have never participated in the activities.

The results obtained imply that students in secondary schools are not very responsive to the cleanup and tree planting initiatives. By far and large this implies that students‘ participation in community service and community affairs is limited. The study thus indicates that secondary school students do not get enough community exposure sufficient to help them play a meaningful role in addressing community service. They are also not able to develop a character of getting committed in issues of community good. This is evident as the study shows that young people rarely participate in volunteering activities.

The study also points to the failure to integrate service learning in secondary school curriculum. According to the study done by Markus et al (1993), it was concluded that integrating service learning through students‘ participation in community service with classroom instruction can have significant effect upon their personal values and orientations towards their community. If preparing students to assume responsibilities of citizenship is part of the mission of education then such effects are important and ought not to be disparaged. The study also found out that student, academic learning was significantly enhanced by participation in course relevant community service

4.5.4 Club Activities

Club and club activities are important and effective opportunities for student participation in environmental activities. The respondents were asked on the status of their membership in clubs and the results were as shown in table 4.19.

From results obtained in table 4.19, it was found out that on club membership, 73.6% (n=89) and 65.9% (n=87) of the respondents in Kasarani and Kibera Divisions respectively are members of a club or society.

Table 4.19: Club membership STATEMENT RESPONSE DIVISION KASARANI KIBERA Are you a N % N % member of a Yes 89 73.6 87 65.9% club/society No 32 26.4 45 34.1% Total 121 100 132 100

The results clearly indicate that majority of secondary school students both in Kibera and Kasarani Divisions are members of clubs. This implies that majority of the students in secondary school are motivated to join clubs. It thus indicates that clubs are very important tools in achieving both curricula and co-curricular objectives in secondary schools. It also indicates that clubs are very powerful

avenues of engaging and equipping students. This is because more than 50% of the students both in Kibera and Kasarani Divisions are in a club as shown in Figure 4.3 and Figure 4.4

Figure: 4.3 Club membership of students in Kasarani Division.

Figure 4.4 Club membership of students in Kibera Division.

According to the study done by Mgimwa and Marie (2011) on Club Environment and School Governance in Secondary Schools Field Work Study in Morogoro and Pwani, Tanzania, it was realized that Fema Clubs were among the most popular clubs. It was also noted that the club environment in secondary schools varies from school to school. The studies also shows that despite the various clubs‘ specific themes and structure they are engaged with enabling youth to become good citizens in all aspects by stimulating voluntarism and community engagement. Regarding the of identity , it was found that members not only relate to the club, they are member of; they identify with the clubs‘ values and feel a strong sense of belonging to the club and its other members

Some of the clubs in the secondary schools and their popularity amongst students include but are not limited to Agriculture, business club, wildlife club, environmental club, debating, Christian union, drama club, Health and Technology clubs.

Club membership is not enough, it is important to find out the level of students participation in club activities. The researcher sought to find out this and the results were as shown in Table 4.20.

Table 4.20: Participation in club activities ACTIVITY LEVEL DIVISION KASARANI KIBERA Participation N % N % in Club Never 48 37.8 52 39.1 Activities Sometimes 33 26.0 26 19.5 Always 46 36.2 55 41.4 Total 127 100 133 100

It was found out that 37.8% (n=48) and 39.1% (n=52) of the students in Kasarani and Kibera Divisions never participate in club activities. 26.0% (n=33) and 19.5% (n=26) does this sometimes while 36.2% (n=46) and 41.4% (n=55) do this always.

From the results obtained there is a clear indication that slightly more than a third of club members are dormant in the club. Besides the existence of clubs and students being members in good measure, the output of the same may not give far reaching results because of low level of participation. There is a relationship of participation in environmental activities both in Kasarani and Kibera Divisions as shown in Figure 4.5

Figure 4.5: Students‘ participation in club activities

With less than 50% active members, the results indicate that the club members in secondary schools are not active and as a result they are not gaining from the immense potential of clubs. According to the study done by Schultz et al (2005), it was found out that the involvement of students in Civics Clubs and their understanding of environmental concepts showed that the pupils performed very well in the knowledge test. The good results was attributed to the fact that environmental concepts like pollution, afforestation, deforestation, ecology, etc. are well discussed in the club. In addition, pupils who are club members do attend meetings and workshops on environmental related issues where their knowledge on environmental issues is widened, deepened as well updated. The implication of

this finding is that though students are members of clubs, the low level of participation will make achievement of club and individual goals challenging.

Several important observations are apparent about the manner in which the students participated in protecting and improving the quality of their local environments. First, the students participated majorly because they were coerced into environmental action particularly in their school environment. If the objective of the school authorities was to achieve a quality environment, this strategy was admissible. But it was not admissible if the students were also expected to develop a positive commitment to the protection and enhancement of environmental quality.

Secondly, while a very low rate of students‘ participation was experienced, the role of clubs in this process, particularly at community level, is worth noting. The current view as posted by Hart (1997) that environmental clubs have the potential of positively involving more students in the process of conserving the quality of their local environments than the regular school program is thus supported. This is an area that needs good focus since the membership and participation levels is low.

To investigate and compare the level of participation in Kasarani and Kibera Divisions, a one way ANOVA and group statistics were calculated using 95% level of confidence and the results were as shown in Table 4.21.

From the results obtained in Table 4.21, various activities registered different values. In waste disposal on the dustbins for instance, Kasarani Division recorded P value of 0.0607 while Kibera recorded 0.06103.In a general observation, a high P value of 0.06583 and a least P value of 0.0578 were recorded under this category. The results obtained in the study thus indicate that the observed result would be highly likely under the null hypothesis. This means that there is no significant difference in the level of participation in environmental activities of students in Kibera and Kasarani Divisions.

Table 4.21: ANOVA on the level of environmental participation in Kasarani and Kibera Divisions ACTIVITY DIVISION MEAN/CONFI LIMIT STATISTI STD. DENCE C ERROR LEVEL Dispose waste in Kasarani Mean 2.4215 .06070 the dust bin 95% Confidence Lower 2.3013 Upper 2.5417 Kibera Mean 2.3701 .06103 95% Confidence Lower 2.2493 Upper 2.4909

Pick litter Kasarani Mean 1.9669 .05977 whenever find 95% Confidence Lower 1.8486 them in School Upper 2.0853 compound Kibera Mean 2.1575 .06366 95% Confidence Lower 2.0315 Upper 2.2835

Recycle/reuse my Kasarani Mean 1.5372 .06539 waste paper 95% Confidence Lower 1.4077 Upper 1.6667

Kibera Mean 1.6378 .06583 95% Confidence Lower 1.5075 Upper 1.7681

Switch off Kasarani Mean 2.6198 .05780 running water 95% Confidence Lower 2.5054 taps Upper 2.7343

These findings imply that there is no significant difference in the level of environmental participation of students in Kasarani and Kibera Divisions. This means that there is a close relationship of the level of participation in environmental activities amongst students despite their locale of settlement in an urban divide. The current study thus rejects the hypothesis postulated.

4.6 Summary

This chapter itemized the results and discussions of the study. This was done looking at all the three objectives of the study. It was found out that there is no significant difference in the level of awareness of secondary school students in

Kasarani and Kibera divisions. However, it was notable across the two divisions that students were least aware of current and emergent environmental concepts and problems. The study also found out that there is no significant difference in the attitudes and level of participation of students in Kasarani and Kibera Divisions.

CHAPTER FIVE: CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

The study examined environmental awareness, attitude and participation of secondary school students in environmental conservation Kasarani and Kibera Divisions of Nairobi County as guided by the stated objectives. This chapter highlights major findings, conclusions and suggestions and recommendations made.

5.2 Major Findings

The study made the following findings under each of the objectives of the study.

5.2.1 Environmental Awareness

The first objective was to find out the level of environmental awareness among students in Kasarani and Kibera Divisions. The findings of the study show that there is similarity in the level of environmental awareness of secondary school students in Kasarani and Kibera Divisions. Looking at the P values obtained by calculating an analysis of variance (ANOVA), this study reveals that there is no significant difference in the level of environmental awareness of students in Kasarani and Kibera Divisions. It can be argued that the level of awareness of secondary school students in different divides of an urban set ups is least or not affected by the location at all. It is thus clear indication that secondary school students in urban set up are exposed to the same curriculum and as a result the coverage and eventual level of environmental awareness has a relationship despite the difference in the location of the schools in an urban set up.

The study also revealed that the level of awareness differed from one environmental concept to the other and one environmental problem to the other. It was found that secondary school students both in Kibera and Kasarani Divisions had very low level of awareness of current and emergent environmental concepts

and problems. For instance, it was found out that the level of awareness of pollution was higher compared to that of green energy. Besides this finding, the study also revealed that secondary school students did not necessarily have the same level of awareness on related environmental terms. This was clear especially in terms which refer to a cause and effect relationship. A good example is majority of students understood well the concept of pollution while very small percentage understood well acid rain yet one is the cause of the other.

5.2.2 Environmental Attitudes

The second objective of the study was to find out the relationship of the environmental attitudes of secondary school students in Kibera and Kasarani Divisions. The study found out that on a general note the attitude of students towards the environment positive. From the responses obtained from the study, it was noted that majority of the students exhibited a positive attitude. The attitude towards sustainable development indicated that majority of the students will prefer not only development but also environmental conservation.

However, the study also found out that the attitude of students on taking personal responsibility in addressing environmental problems was not pro-environmental conservation. As far as student will wish to see a conserved and well taken care of environment, the study showed that they will prefer other people do the work and not themselves. It is for this reason that they strongly agree that secondary schools should hire cleaners instead of using students. This finding was so vivid even after majority of students indicated that they can do something to make the environment better.

On a general note, the study through calculation of analysis of variance found out that there is no significant difference in the attitudes of students in Kasarani and Kibera Division. It was also found out that the level of relationship has slight variations from one item to another.

5.2.3 Participation in Environmental Activities

The third objective of this study was to determine and compare the level of participation in environmental activities of secondary school students in Kibera and Kasarani Division. Regarding waste management, the study found out that majority of the students use dust bins and pick litter. It was however noted that most of the student will pick litter on supervision by authority of prefects or teachers. Furthermore, the study found out that majority of the students did not participate in reuse and recycling as a method of waste management.

Tree planting and clean up initiatives are common in urban set ups. The study revealed that there are students who have never participated in these activities however a majority always participate in these activities. Furthermore, the study revealed there are several civic clubs in secondary school which provide opportunities for students to participate in environmental and other civic activities. It was found out that majority of the students in secondary schools in Kasarani and Kibera Divisions are members of a club however not all members actively participated in club activities. Some of the members never participate in club activities.

The study also found out that there is no significant difference in the level of participation in environmental activities among students in Kibera and Kasarani Divisions.

5.3 Recommendations

Following the findings of the study, the following recommendations are made under each of the objectives of study.

5.3.1 Environmental awareness

This study found out that though students in secondary schools are aware of several environmental concepts and problems, it was evident that they was very low level of awareness of current and emergent environmental problems.

Environment and environment problems are dynamic and emergent. As a result, if the content which the students interact with is not regularly updated, there is a probability that students will not interact with the environmental issues that are of concern. Having found out that the level of awareness of students in both Kibera and Kasarani Divisions on new and current environmental problems and concepts, it is recommended that the KIE updates the curriculum of secondary school particularly of subjects handling EE content in order to reflect the current and emergent environmental concepts and problems. This will make learning of EE more relevant in achieving its objectives.

Training of curriculum developers in line with this recommendation is essential. This will help in orienting them towards handling of current and emergent EE issues and how well to fit them in the existing disciplines. This will help avoid fragmentation of EE content and enhance consistency in the learning process.

It is strongly recommended that EE to be taken more seriously by teachers and students. It should be offered as an independent discipline. In support of this measure, the Kenya National Examination council should devise a mode of examining EE to evaluate real changes in attitude and skills e.g. through environmental project work.

In order to bridge the gap found out in the study, there is need for proper pre and in-service training teachers handling EE content. This will ensure that teachers are well equipped with knowledge including current and emergent issues so that they can effectively inform students. It is thus recommended that Teachers Training Institutions in Kenya organizes regular in service training to train

teachers on current environmental issues and how best to teach them in classrooms.

In order to effectively achieve this, it is recommended that these institutions liaise with environmental lead agencies e.g. ministries, parastatals and research bodies which will help in boosting the body of knowledge.

5.3.2 Environmental Attitude

The objectives of environmental education demand more challenging learning outcomes. This should ensure that students are not only aware but they develop the right attitude towards the environment. The classroom practices therefore need to improve awareness about environmental concerns, develop understanding of ecological principles, arouse concern for environmental problems, stimulate commitment for environmental protection and demand action to promote conservation of natural resources. Need for use of more innovative and proper methods and techniques is heightened by the fact that what is being learnt goes much beyond the learning of traditional subjects and the teacher has to clarify values and ensure participation and actions on the part of the learners. This study found out that students in Kasarani and Kibera Divisions do not understand well the relationships of cause and effect as well as the human impacts in an environmental system. It was also found out that though the students had a positive attitude towards conservation the majority had a negative attitude towards taking responsibility in ensuring that the environment is conserved. In this regard, it is recommended that all teachers handling EE content use methodologies that can help students in all the three domains of learning i.e. cognitive, affective and psychomotor.

It is also recommended that teachers use more active teaching approaches including trips, projects, community service and academic excursions. This will expose students to the reality of environment and environmental problems hence enhancing holistic learning

5.3.3 Participation in Environmental Conservation Activities

The study found out that though majority of students were members of clubs, few members actively participate in club activities. Considering the potential of clubs, it is recommended that the school management build the capacity of clubs to enhance member participation. This include allocating more time for club activities, facilitating club activities, training club members and leaders and providing necessary technical and financial support to ensure that clubs are active. It is also recommended that the role of clubs is made relevant within the curriculum of secondary schools by ensuring that the curriculum promotes the role of club in the learning process.

Following the findings of this study, it is recommended that the government through the relevant ministry comes up with a clear policy framework to ensure that the process of teaching and learning within secondary schools is relevant by ensuring that students not only gain knowledge but also skills. This means that the framework should provide an opportunity for students to participation environmental activities. This means that the legal framework will ensure that the teaching and learning will ensure that the current and emerging trends in various disciplines are not left out.

The policy should also ensure cooperation among stakeholders. This will ensure that Environmentalist actively participate in curriculum development and reviews. This will be only way to ensure that learners are given relevant and up to date content.

5.4 Suggestions for Further Research

There is need for further studies on environmental knowledge, attitude and participation amongst formal education set ups in Kenya. Studies elsewhere have suggested that increased knowledge leads to better attitude and thus change in environmental behavior. It remains to be ascertained in Kenyan secondary

schools. In the course of this study, it was found that there is need for further studies in the following areas.

1. Factors that affect students‘ level of environmental awareness, attitude and participation in environmental activities.

2. A survey of the teaching methodologies used in secondary schools and how effective they are in achieving EE goals

3. The relationship between Environmental Education and the level of environmental awareness, attitudes and participation in environmental activities among students.

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APPENDIX I: RESEARCH STUDY QUESTIONNAIRE

This study is designed to evaluate the level of environmental awareness, attitude and participation among secondary school students. Your school has been selected for the study. Please answer the following questions as truthfully as possible. Kindly note that this is NOT A TEST and there is no right or wrong answers.

Thanks again, I greatly appreciate your participation in this project.

Victor Boiyo Kenyatta University Personal Details School…………………………………………… Division……………………………………………. Gender (M) (F)

SECTION A START HERE 1 = You have no idea The following are words and phrases that 2 = You only have a slight idea you may or may not have their answers or 3 =You can explain fully giving examples meanings. Pleases circle the number that and cases corresponds to the extent to which you feel you understand and can correctly explain about them

1 Environment. 1 2 3 2 Waste recycling 1 2 3 3 Water catchment 1 2 3 4 Endangered species. 1 2 3 5 Sewage system 1 2 3 6 Waste 1 2 3 7 Pollution 1 2 3 8 Soil erosion 1 2 3 9 Green Energy. 1 2 3 10 Acid Rain 1 2 3

In the table below 1 = I have never heard about it indicate the degree 2=I have only heard about it of your knowledge 3= I know the problem but don‘t know neither the cause Nor effect by circling on the 4= I know the problem and causes and effects alone degree of your knowledge on the environmental; 87

issues.

1 Soil erosion 1 2 3 4 2 Deforestation. 1 2 3 4 3 HIV/AIDS 1 2 3 4 4 Ozone layer depletion 1 2 3 4 5 Climate change 1 2 3 4 6 Air pollution 1 2 3 4 7 Alien species 1 2 3 4 8 Cholera 1 2 3 4 9 Desertification 1 2 3 4 10 Water Pollution 1 2 3 4

SECTION B

Please respond by circling the number that represents the extent to which you agree or disagree about the following statements. Use the following guide (SA)=Strongly Agree (A)=Agree (NS)=Not Sure (D)=Disagree (SD)=Strongly Disagree

1 Cleanliness of the city is the responsibility of SA A NS D SD Nairobi City Council. 2 If I ever get extra pocket money I will donate to SA A NS D SD environmental protection. 3 The Maasai have a right to protect their animals SA A NS D SD even if it means killing lions 4 Mau forest should be cleared for settlement SA A NS D SD 5 The Earth resources are infinite. SA A NS D SD 6 Climate change is not real SA A NS D SD 7 Maintaining economic growth is more important SA A NS D SD than protecting the natural environment. 8 If things continue on their present course, we will SA A NS D SD soon experience a major ecological catastrophe. 9 I am very well informed about environmental SA A NS D SD issues in Kenya 10 Environmental education is not as important as SA A NS D SD any other curriculum in school. 11 Contraceptives must be used to control births in SA A NS D SD Kenya. 12 Shops and supermarkets should be stopped from SA A NS D SD issuing free paper bags to customers 13 All secondary schools should hire cleaners and not SA A NS D SD use students.

14 .As an individual I cannot do anything to change SA A NS D SD the environment 15 Kenya should not be concerned about SA A NS D SD environmental problems affecting other countries because they do not concern us SECTION C

In the following table indicate the extent to which you do/Participate in the mentioned activity using the key given below by checking/ticking the appropriate box (√): 1=Never 2= Sometimes 3= Always ACTIVITY/ITEM 1 2 3 1 I throw my waste paper in the dust bins 2 I switch off running water taps at home and in school compounds 3 I pick litter whenever I find them in the school compound 4 I don‘t wait for prefects to instruct me to collect dirt in the school compound 5 After meals, I dispose of leftovers in the toilet. 6 I recycle my used paper. 7 I use my own bag to carry things when I go shopping other than the offered plastic bag 8 I participate in tree planting and cleanup activities. 9 I am a member of an environmental club 10 In the past, I have pointed out to someone his or her uneconomical behavior.

a) Are you a member of any club/society? ( ) Yes ( ) No If Yes which one? ………………………………………….. What are some of the activities of the club? I. …………………… II. ……………………… III. ………………………… IV. …………………………….. b) According to you what are the five major environmental problems facing Nairobi?

i. ……………………. ii. ………………………… iii. …………………………… iv. ……………………… v. ………………………….. c) Do you think there is any role secondary school students can play in addressing environmental challenges? ( ) Yes ( ) No If your answer is yes, list some of these roles 1. ………………………… 2. ………………………. 3. ……………………………….. d) From the roles above have/do you participate in any? ( ) Yes ( ) No If your answer is Yes, which ones have you participated in stating where or how? 1. …………………………. 2. ………………………….. 3. ……………………………………. e) Have you ever heard of NEMA-National Environmental Management Authority? ( ) Yes ( ) NO f) Do you know any institution or Ministry that deals with the conservation of the following in Kenya? If your answer is yes, kindly give the name of the institution

CONSERVATION YES/NO INSTITUTION Wildlife Water Forests Soil Arid and Semi -arid lands

THANK YOU VERY MUCH

APPENDIX II: ADMINISTRATIVE BOUNDARIES OF NAIROBI COUNTY

DIVISION LOCATIONS Central Huruma · Kariokor · Mathare · Ngara · Starehe Dagoretti Kawangware · Kenyatta/Golf Club · Mutuini · Riruta · Uthiru/Ruthmitu · Waithaka Embakasi Dandora · Embakasi · Kariobangi South · Kayole · Mukuru kwa Nje nga · Njiru · Ruai · Umoja Kasarani Githurai · Kahawa · Kariobangi North · Kasarani · Korogocho · Roy sambu · Ruaraka Kibera Karen · Kibera · Laini Saba · Langata · Mugumoini · Nairobi West · Sera Ngombe Makadara Makadara · Makongeni · Maringo · Mukuru Nyayo · Viwandani Pumwani Bahati · Eastleigh North · Eastleigh South · Kamukunji · Pumwani Westlands Highridge · Kangemi · Kilimani · Kitisuru · Lavington · Parklands

APPENDIX III: LETTER TO THE SCHOOL PRINCIPALS

VICTOR BOIYO, KENYATTA UNIVERSITY, P.O BOX 43844. NAIROBI.

THE PRINCIPAL, ………………………………….. P.O BOX……………………….. NAIROBI

Dear Sir/Madam

REF: RESEARCH: REQUEST FOR ADMINISTRATION OF QUESTIONNAIRE I am student of Kenyatta University pursuing Masters of Science (Environmental Education), a Kenya citizen of national ID number 25105734. In regard to the above mentioned subject, I am working on my thesis entitled ‗Environmental Awareness, Attitudes and Participation among Secondary School student-A comparative study of Kasarani and Kibera Divisions. It is for this reason that I kindly request to administer a questionnaire to form three students. Your assistance will be highly appreciated.

Yours sincerely

VICTOR BOIYO 0727116936