Paper Status Tracking
Contact us
[email protected]
Click here to send a message to me 3275638434
Paper Publishing WeChat

Article
Affiliation(s)

Lagos State University, Lagos, Nigeria

ABSTRACT

Environmental education had existed in one form or another in Nigerian institutions, dating back to the late 1860’s. Its strong resurgence in the 1990s on the education arena stems primarily from global public concern about devastating ecological crisis, such as pollution, biodiversity loss, global warming and ozone layer depletion, availability and utilisation of resources (energy), and the general degradation of the environment. The common “story” among the average Nigerian of the 1990s was that phenomenon of global warming and ozone layer depletion are traits of the developed nations. Today, the beats of that drum has changed. Learning outcome has continued to be a major concern for educators, researchers, and the need for learners to attain metacognition in this technology driven generation is required now than ever. Many Nigeria high schools are just beginning to embrace the use of modern technology as innovative means of communication in the teaching and learning process. This study seeks to experiment the use of Nollywood film to stimulate climate change communications in constructivist classrooms spiced with cooperative learning technique to positively influence learners’ outcomes. The important question this paper seeks to answer is: Will Nollywood film significantly influence students’ attitude, achievement, gender, willingness to act, and perceived personal threat towards global warming and ozone layer depletion? Mixed approaches of quantitative and qualitative methodologies were adopted in this study. The study employed a two-group pre-test treatment post-test quasi-experimental design. Intact classes made of 209 (102 male and 109 female) senior secondary I and II students from five different high schools were selected. Result did not indicate that Nollywood had favourable outcomes; and this may be linked to favourable entry behaviour for some students in the control group. Environmental educators and especially the climate change education community would find this study from Nigeria worthy of bridging the gap in literature of emerging studies on global warming, climate change, and ozone layer depletion in a multicultural setting. Furthermore, misconception in environmental science appears to remain strong and irrespective of the potency of the method of communication.

KEYWORDS

students’ learning outcomes, climate change, mother tongue, Nollywood film, Nigeria

Cite this paper

References

About | Terms & Conditions | Issue | Privacy | Contact us
Copyright © 2001 - David Publishing Company All rights reserved, www.davidpublisher.com
3 Germay Dr., Unit 4 #4651, Wilmington DE 19804; Tel: 1-323-984-7526; Email: [email protected]