Journal of Interdisciplinary Cycle Research ISSN NO: 0022-1945

ENVIRONMENTAL AWARENESS AMONG THE SCHOOL GEOGRAPHY TEACHERS IN :

A CASE OF

By: Dr Chirom Shantikumar Singh Assistant Professor, DM College of Teacher Education Email ID: [email protected]

ABSTRACT

Although environment has a great importance in modern times, yet environmental education has not been given due importance in our school education. Hence the present study is designed to assess the attitudes of geography teachers in Imphal East District, Manipur towards the environment change according to different variables, using ‘’Attitude Scale” for 240 geography teachers working in various high schools. The result revealed that the environmental attitudes of the geography teachers in the district are very high. It is also indicated that no significant differences among non-geographer geography teacher and geography teacher with geography at the graduation; and between male and female geography teachers towards environmental awareness.

1.1 Key Terms Used:

Environment, Environmental education, Environmental awareness, Geography, and Pollution.

1.2 Introduction: the Study Area:

Imphal East district lies between latitudes 24º39′49.09′′N and 25º4′5.45′′ N and longitudes 93º55′30′′ E and 94º8′42′′ E approximately and is one of the 16 districts of Manipur. It came into being with effect from 30th August, 1996 by bifurcating the erstwhile Imphal district into two districts namely Imphal East District and Imphal West District with its head quarters at Porompat. The district is bounded by Senapati district on the north and east; Thoubal district on the south and Imphal west district on the west. The district earlier had a total land area of 709 Sq. Kms. However, further bifurcation of District has reduced the district’s territory to only 497 square kilometres. The district is further divided

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into three sub-divisions namely: Porompat, Keirao Bitra and Sawombung and contains ten (10) assembly constituencies.

The District is situated at an altitude of 790 metres above the M.S. Level and dotted with some hillocks like Khundrakpam, Angom Leikai (820m), Chingaren (804m) and Chingmeirong (802m). The Mount Nungsikon located in the Khundrakpam hill which stands at 1,168 metres above the mean sea level (MSL) is the highest relief in the district. Generally, the district slopes southwards. The Nongmaijing hill administratively under the Senapati district stretches along north- south from Kameng village to the end of the district boundary and attained altitude of 1,565 metres above the mean sea level. The climate of the District is salubrious and Monsoon is tropical. The minimum temperature goes down to 0.6 degree Celsius in winter and 31 degree Celsius in summer. The District is connected with N.H. 39, and N.H. 150. In the absence of rail network, communication is entirely dependent on roads.

Being the second most populous district in the state, after Imphal West, the district as per 2011 census contains a total population of 4,56,113 persons constituting 16% of the total population of the Manipur and scattered over 172 inhabited villages. The density of population in the district is 643 inhabitants per square kilometre where the growth of population from 2001-11 was 14.63%. The district has sex ratio of 995 females per 1000 males in rural areas while 1051 females per 1000 males are recorded in urban areas. Imphal East district on an average has a favourable sex ratio of 1011 females for every 1000 males, with a high literacy rate of 82.81%. As per 2011 census, the languages spoken in Imphal East District are Manipuri, Nepali, Kabui, , and Tangkhul.

Although the economy of the district is mainly agriculture based where the main occupation of the people is agriculture, commercialization in the sector is not yet done due to inadequate irrigation facilities and lack of improved farming techniques. While H.Y.V. (high yielding variety) and improved local paddy are cultivated in 27,000 and 4,100 hectares of land respectively, maize, wheat and potato are cultivated in 450, 60 and 350 hectares of land respectively. Fruits like pineapple, banana, lemon and papaya are grown well in the district. Pineapple grows in plenty along the slope of Ngariyan Hill. Since the soil and climate favour the plantation of horticultural products in the district, there is considerable scope for increasing the area under different horticulture crops.

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There are no major industrial activities except cottage and small scale industries. Predominant economic activities prevalent in the district include agriculture, handloom, wool-knitting, cane and bamboo works, pottery, black smithy, carpentry, and retail trade/ small business. The industrial activities are concentrated in SSI, cottage and house-hold sectors. Shree-Shree Govindajee Temple, a golden temple located in the palace compound, Hanuman Temple at Mahabali, two war cemeteries maintained by the British war grave commission, and Khuman Lampak Sports Complex are some of the significant tourist sites within Imphal city. Temple at Kaina, a holy place of the Manipuri Hindus is known for its scenic environment, landscapes, climate and cultural heritage which has a great potential for development of tourism.

1.3 Rationale of the Study: Environmental education has not been given due importance in our school education in spite of the fact that environment has a great importance in modern times. Although environmental education is a process which aims at developing knowledge, attitude, understanding and commitment among students about various environmental problems and their solutions, the subject is not recognized as an effective instrument to motivate pupils in order to enable them to carry out such actions which can be helpful to preserve and protect environment. In this regard, school geography teachers are supposed to play a very important role. But until the teacher himself is not aware about the environmental concepts and problems, he cannot do justice to create awakening about environment and its problem among students.

The findings may be useful to teachers and authorities in a way to make them realize the value of educating the teachers about the various problems of environment with which we want our next generations should fight and overcome it. Keeping these necessities in mind, the present study has been in this direction to study the nature and level of environmental awareness among the school geography teachers, in Imphal East District, Manipur.

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1.4 Statement of the Problem:

Environmental Awareness among the School Geography Teachers in Manipur: A Case of Imphal East District

1.5 Objectives of the Study: a) To study the level of environmental awareness among the school geography teachers.

b) To study the difference, if any in environmental awareness between the non geographer geography teacher and geography teacher with geography in graduation.

c) To study the differences, if any in environmental awareness between the male and female geography teachers.

1.6 Hypotheses of the Study:

a) There is high level of environmental awareness among the high school geography teachers.

b) There is no significant difference between the non geographer geography teacher and geography teacher with geography in graduation with respect to their environmental awareness.

c) There is no significant difference between male and female geography teachers with respect to their environmental awareness.

1.7 Delimitation of the Study:

a) The present study will be delimited to the high school geography teachers within Imphal East District, Manipur.

b) The study will be restricted to only two variables viz., subject and gender.

c) The study is confined to 240 school geography teachers (120male and 120 females).

1.8 Methods and Procedure:

Descriptive survey method is being used in the present study wherein the relevant facts and information among the geography teachers under investigations were gathered with the help of appropriate tools.

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1.9 Population:

The geography teachers working in all the high schools located in Imphal East district, Manipur constitute the population of the present investigation.

1.10 Sample of the Study:

The investigator, for the present study selects a sample of 240 geography teachers by using purposive random sampling method which include 120 geography teachers having geography at the graduation and another 120 non geographer geography teachers. Half of the teachers selected in each category were women.

1.11 Tools employed:

A self structured Likert Type questionnaire on environmental awareness is being used as a major tool to assess the environmental awareness among the geography teachers. The questionnaire consists of 20 positive and another 5 negative statements in five point scale where the level of agreements are strongly agree, Agree, Undecided, Disagree and Strongly Disagree. Each level of agreements is given definite scores. For the positive statements, the scores were in the order of 5,4,3,2 and 1 whereas; the scores are recorded in the reverse order in case of negative statements. Arithmetic mean, standard deviation and t-test were used to compare the groups.

2.0 Introduction: The Concept of Environmental education & Environmental Awareness

Since 19th century, the top precedence of all countries as influenced by the process of industrialization, urbanization, modernization and globalization is nothing but has been economic growth and raising the national income. This has prearranged an adverse impact of environmental degradation particularly through excessive consumption of energy available. Major difficulties many countries confront are not only the lack of legal framework for environmental protection, but also lack of participation among the general public in pro environmental behaviours.

Interestingly, the World Bank revealed that , during 1995-96 has become one of the fastest progressive countries in the world, in addressing the existing condition and improving the quality of the country’s environment. In fact, the country has adopted various national and international strategies to solve and mitigate many environmental issues such as

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environmental courts, manufacturing of environment friendly products, use of lead free petrol, ban on harmful pesticides, establishment of national waste management council, introduction of public liability insurance, regulation of seashore hotels, formulation of National River Action plan, functioning of Solar Energy Commission and prohibition of smoking in public places.

The popularization of Environmental Education since 1960’s aims at producing more knowledgeable, motivated, and active citizens. As a matter of fact, the United Nations Environmental Education Programme (UNEEP) is a comprehensive charter to disseminate the concepts of preservation and conservation globally. Many researchers have also been working on development of Environmental Science since 1960. Besides, a number of international non-governmental organizations have been contributing towards sustainability of environment since the last 50 years.

The fact is that the subsistence, survival and progress of humanity depend solely upon the quality of the environment. But, the delicate environment today is facing a danger of destruction on a scale as never before in the history of mankind. Advancement in the field of science and technology created a competitive world, making man turn into one of the selfish masters as a result of his wisdom. The environmental crisis we experience today is the consequence of mal-adaptive behaviour of man, which is the root of environmental problems. Through the continuous investigation made by environmentalists during the past six decades or so, it is learnt that humanity’s struggle toward a better life and higher standard of living through ruthless tapping of natural resources is the major source of environmental degradation- global warming and climate change which are serious threat for the survival of living creatures. It thus has resulted in serious environmental problems.

In the name of progress, development, hasty industrialization, urbanization and modernization, along with population explosion man has been ruthlessly exploiting natural resources and polluting the environment. The indiscriminate use of chemical fertilizers, pesticides, insecticides, fossil fuels and construction of barrages and dams has led to the depletion of forest covers, pollution, waste accumulation, soil erosion, floods, draught and above all global warming. Due to global warming, climate in different parts of the world is undergoing a change where landmasses are getting eroded, forests are diminishing at an alarming rate, several species of flora and fauna are on the verge of extinction and ultimately

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clean air and water are increasingly becoming scarce resources. The effect of all these problems has led to a global catastrophe.

What precisely is environmental awareness, and why should we care about, how we connect with the environment? Environmental awareness is a concern towards environment or environmental problem and it implies not only the knowledge about environment but also attitude, values and necessary skills to solve environmental related problems. Environmental awareness may simply be about finding the right affinities. Environmental awareness is also a process of learning to be quiet and listen; to be “conscious” of the natural world within which we live.

As a matter of fact, the erroneous behaviours of man have misplaced the environment of balance, thus endangering his life and the life of the rest of the other living beings. Environmental Awareness, Environmental conservation and protection from pollution have become a central and imperative issue at the international level. Therefore, environmental awareness has been a necessity of life, and it must be developed for all, especially young people, to adopt the future of countries and civilizations. Environmental awareness is the individual's understanding of the requirements of the environment and the development of his correct behaviours towards the environment, through the definition of the components of the environment and the relationship between these components together which includes knowledge of the problems caused by the imbalance and ways to solve these problems to return to the square balance of environmental. Environmental awareness is not Innate nature of many people, but the learned behaviours can be instilled in them and modify their behaviour towards the environment.

Since environmental issues have become a matter of great concern for all, there is an urgent need to preserve the environment and improve it qualitatively not only for the present but also for the future generations. Solving environmental problems requires greater cooperation and coordination between nations both at the regional and at the worldwide level, which can bring about an attitudinal change among the masses to save the deteriorating environment. Hence, an awareness of environment needs to be created through the formal education of our children in schools so that the awareness continues in their adult life after the formal education. In this regard, education is obviously a potent weapon and panacea of

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all evils that can do wonders, and specifically environmental education can serve that function

Environmental education envisages the environmental approach to education and more so a way of learning rather than merely a subject of study. It helps develop new knowledge, skills and values for attaining a better quality of environment and higher quality of life. It can bring about change in the attitude of the masses to do something concrete about the solution of current environmental problems and the prevention of new ones.

The school system provides the largest organized base for environmental education and action. With children in the plastic age, school offers an effective instrument for imbedding in them the desirable environmental ethics. Teachers are one of the important factors, who are bound to affect this program. They can provide a vital link in the delivery of environmental knowledge, its associated problems and their solutions.

Although efforts to introduce environmental education as a subject in the school curriculum have been made still the subject faces certain limitations in regard to its proper implementation. The loophole surely lies in the lack of an appropriate environmental attitude of the teacher. The teacher should be aware of the environmental education aspects, only then she or he can make the future generation aware of the environmental problems and their solutions. But often, it is noted that there is a significant discrepancy between people’s attitudes and their actual behavior. Therefore, it is suggested that teacher, being a role model, should not only develop a positive attitude but also actually practice environmental protection behavior. This will truly help in developing similar attitudes and actions in the children also. Taking into consideration this situation, the investigator has felt a need to conduct a study to examine the environmental education awareness level among the school geography teachers and whether level, gender and subject specialization(geography/non geography) have any effect on the teachers’ environmental education awareness. It is possible that the results of the study can help us to take necessary actions to come forward with prolific results to enhance the efficacy of the content as well as to sustain the inner urge for desirable actions.

Environmental awareness is an interdisciplinary subject drawing relevant attention and concern from various fields. It is a way of creating knowledge, understanding, values, attitudes, skills, abilities and awareness among individuals and social groups toward the environment and environment protection. Various studies in this field have served an important function by developing knowledge, concern, attitude, awareness, etc. among the

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masses to preserve, protect and conserve the environment from various types of problems and to take effective decisions for enacting environmental laws. To identify the literacy level or awareness level or knowledge of the subjects of study, such as children of various grades, adolescents, teachers of different grades and parents about the various contemporary environmental issues, the researchers have carried out some studies, which are reviewed below.

2.1 Earlier Relevant Works Done:

Chan (1996) in his study had concentrated upon the role of mass media, television, newspaper and school for developing positive environmental attitude and behavior.

Shahnawaj (1990) surveyed the environmental awareness and environmental attitudes of secondary and higher secondary school teachers and students and found that 95% teachers and 94% students possessed positive environmental attitudes. The awareness level was higher in teachers in comparison with students and girls showed significant difference in comparison with boys. There was no difference in the environmental attitudes of trained and untrained teachers. Gakhar et al. (1993) determined the environmental pollution awareness among the urban and rural school going youth in relation to intelligence and highlighted significant differences between the variable of higher intelligence urban and less intelligent urban and higher intelligence rural and less intelligent rural groups as well as among girls and boys.

Sundararajan and Rajasekar (1993) compared the environmental awareness of higher secondary students with respect to urban/rural students, boys/girls, science/humanities students and students of high and low socioeconomic status. The results of the study revealed that the environmental awareness of the higher secondary students in Tamil Nadu has not been influenced by the locality to which they belong, their sex and socioeconomic status. Patel and Patel (1994) examined the environmental awareness of 120 primary school teachers of standards I to IV and found that male teachers with long school experience, in urban areas, are more aware about the environmental education.

Rath and Mohanty (1994) studied the impact of education on the extent of awareness of environmental pollution and found that it was higher in school going

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adolescents than non-school going adolescents from smaller families and increased with media exposure. However, no significant relationship of caste, family income, family type, education status of the father and average monthly family income with the awareness of environmental pollution in both non-school going and school going adolescents was indicated. Patel and Patel (1995) in a study of 100 secondary school teachers found no significant difference in environmental awareness of teachers with high and low experiences. Pradhan (1995) compared the environmental awareness of 124 B.Ed. students studying in two-teacher education institutions and revealed significant variation in environmental awareness of urban and rural teacher trainees, the master’s degree holders and the bachelor’s degree holders and the subject background of trainees.

Todt (1996) investigated the environmental literacy of teachers in south central Ohio using the Wisconsin Environmental Literacy Survey, concept mapping and interviews and discovered a major gap in the teacher’s knowledge of ecological systems. Wouters (1997) explored the gender differences in forest practices and environmental awareness of men and women in northwestern Thailand and acknowledged that both men and women were aware of the environmental changes, which were due to increased expectations and needs of the people of the region. Patel (1999) concluded from his study on primary teachers in Dang district of Gujarat that the level of environmental awareness of these teachers was high. Further, he also found that male teachers, experienced teachers (more than 35 years) and graduate teachers had higher environmental awareness than their counterparts (female, less experienced and Primary Teachers Training).

Owens (2000) assessed nominal environmental literacy in urban and middle school teachers. Significant differences were found among teachers according to racial or ethnic background, subject areas taught and years of teaching experience. Pre-service and in-service environmental courses appear to have a positive impact on environmental behavior, environmental sensitivity, awareness and values, but appear not to impact environmental knowledge. Sahoo and Gupta (2000) found significant effect of scholastic achievement on environmental awareness of +2 students of Rajasthan. It was also found that students with high scientific attitude scored high in environmental awareness in most of the cases than their low scientific attitude counterparts. Daudi (2001) conducted a study with a purpose to describe levels of environmental literacy in communities with varying levels of formal literacy in two cities, Karachi and Islamabad, Pakistan, to determine the role formal literacy

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plays in enhancing environmental literacy and decision-making in relation to age, sex, location, number of years spent in formal education and socioeconomic status of adult learners. It was found that negligible correlations were found between environmental literacy and the demographic or external variables of age, sex, location, number of years participants had spent in formal education institutions, socioeconomic status and formal literacy. Some low and moderate positive correlations were found between formal literacy and age, sex, location, number of years participants had spent in formal education institutions, and socioeconomic status of the participants. No correlations were found between environmental literacy and formal literacy, indicating that the ability to read and write did not relate to environmental literacy or awareness of the participants.

Pradhan (2002) analyzed the environmental awareness among secondary school teachers and found that teachers working in secondary schools had low awareness about environmental problems. There was a significant difference in environmental awareness between social science, language and science teachers, and rural and urban teachers, while male and female teachers showed no such differences. Tripathi (2002) compared the environmental awareness of students studying in Central schools and other schools at 10+ level and concluded that there exists no significant difference between central and other schools having same or different syllabus. However, significant difference was observed between male and female, arts and science students.

Abraham and Arjunan (2005) explored the environmental interest of secondary school students in relation to their environmental attitude and found that these students did not have a high level of environmental interest. However, a high positive and significant correlation was found between environmental interest and environmental attitude of the total sample as well as the sub-samples based on gender and locale. Mishra (2006) found that intelligence and school background of secondary school students have significant interaction effect on their awareness of air, water, soil and sound aspects of environment and also on overall environmental awareness.

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3.0 Result and Discussion:

The findings of study are presented below through the testing of hypotheses developed.

Testing of Hypothesis Number 1:

Since the calculated mean score is 91.80 as against the standard deviation 10.69, with standard error of mean at 0.97, the hypothesis that “there is high level of environmental awareness among the high school geography teachers” is accepted. This finding is closely connected with the fact that geography as a school subject contains a rich elements environment.

Testing of Hypothesis Number 2:

With regard to the environmental awareness among the geography teacher with / without geography subject in the graduation, the mean scores are found to be90.46 and 93.15 respectively with the standard deviation value of 10.92 and 9.80. Having 1.87 standard error of deviation, the /t/ value between the groups has been found to be 1.47 which is not significant at 0.05 level of significance. Therefore, the hypothesis “There is no significant difference between the non geographer geography teacher and geography teacher with geography in graduation with respect to their environmen tal awareness” is accepted and thus, there is no significant difference in the environmental awareness between the geography teachers with/without geography at the graduation.

Testing of Hypothesis Number 3:

Further, the mean scores of environmental awareness among the male and female geography teachers are found to be 93.76 and 98.53 with the standard deviation value of 7.27 and 8.27 respectively. Since the /t/ value is found to be 1.21 (standard error deviation value is 2.07) which is not significant at 0.05 levels, the hypothesis “There is no significant difference between male and female geography teachers with respect to their environmental awareness” is further accepted that there is no significant difference in the environmental awareness among the male and female geography teachers.

Educational Implications of the study:

The present study is important to emphasize the need of environmental awareness among the school geography teachers and thereby helped solved environmental pollution and degradation. In fact, a strong foundation on awareness will enable the teachers to think

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clearly and critically, articulate their thoughts through speech and writing for a better environment at least in a school setup. Although the school geography teachers have environmental awareness up to a very satisfactory level, the mean score of 91.80 earned are far below the total expected score of 125. Hence, there is need of more information about environment and its related problems on the part of these teachers. These can be possible only through the introduction of environmental education as a separate subject in school curriculum.

Even the geography teachers who didn’t opted geography in their graduation are well aware of environment for two important reasons: first, they have been teaching at least a small component of environment included in school geography curriculum, secondly, these teachers are somewhat well aware of environmental problems through radio and television programmes, besides reading newspapers and journals. Interestingly women teachers are found to have more awareness of environment than their counterparts since man and women differ in their perceptions of environment and its appropriate or potential use. In fact, women play multiple roles in the family, the community and the economy, and are often key agents in maintaining and enhancing the quality and stock of community natural resources. In many cultures, women are the holders and teachers of family values and traditions. Because of their special responsibilities in the family and community, women have the potential to influence community attitudes and activities towards the environmental awareness and protection.

Although most common people earn knowledge and understanding about environment through conventional education on traditional beliefs, many remained ignorant about ways in which they could improve traditional production practices and protect the natural resources in a better way. Education should therefore provide comprehensive knowledge in order to prevent environmental degradation and global worming which has been coming out as a serious threat to human society. Geography teachers, with better knowledge of environment can play an important role in this regard by educating every individual and enlightened on the subject with an objective of “Think globally and Act locally”.

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Suggestion for better Awareness of Environment:

The process of achieving environmental awareness is not an easy task, but it requires perseverance, persistence and patience to achieve the desired results. Since the planet is currently facing an increasing number of environmental challenges, which include climate change; global warming; droughts; water scarcity; floods; and pollution; children, as early as possible, should be aware of the environmental issues we’re facing. Hence, there is need to unite the efforts of governments with the family and educational institutions together and find out ways to achieve awareness.

Schools must lead the conversation by making environmental awareness a part of the curriculum in all schools, the transaction of which is the duty and responsibility of teacher’s community. This will encourage young people to engage in their environment to protect it and can help communities become more environmentally aware. Therefore, it is pertinent that teachers have in their mind set a full awareness of environment.

It will have a more lasting impact if teachers can lead by example. When teachers pick up litter anywhere in the school premise when they saw even if is not theirs, those little eyes might be watching them. Teachers can start a recycling system in their classroom and show the children how to use it and recycle their things.

To instil a sincere sense of belonging to the environment in the hearts of citizens by focusing on the depth of the relationship between man and the environment and the extent to which this environment affects man and his life. The use of various means to convey the correct environmental information and the importance of the components of the environment, including: publications, brochures, awareness lectures and television programs must be appreciated. To clarify the benefits that, citizen derives from his interest and preservation of the environment, such as protecting him and family members from diseases. To encourage citizens to adopt positive behaviours towards rationalizing the consumption of natural resources, protecting them from pollution and destruction, and clarifying the ways in which these resources can be conserved, such as the use of electric vehicles that reduce air pollution, rationalize water consumption and others. Engagement of schools to establish the rules of environmental awareness in children, creating a generation capable of protecting and preserving the environment will give a lasting effect towards environmental awareness.

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