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Article
Author(s)
Michael Adetunji Ahove
Full-Text PDF XML 696 Views
DOI:10.17265/2161-6248/2018.08.002
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
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