EFFECT OF A PARTICIPATORY ENVIRONMENTAL EDUCATION PROGRAMME ON TRADERS’ KNOWLEDGE, ATTITUDES AND PRACTICES IN SOLID WASTE MANAGEMENT IN OYO STATE, NIGERIA BY Samuel Olanrewaju OLADAPO Matric No: 130334 N.C.E. History/CRS (Kotangora) B.Ed Social Studies (Uyo) M.Ed Social Studies (Ibadan) A Thesis in the Department of Teacher Education Submitted to the Faculty of Education in Partial Fulfillment of the Requirements for The Award of Degree of Doctor of Philosophy Of the University of Ibadan,Ibadan. UNIVERSITY OF IBADAN LIBRARY ABSTRACT The problem associated with solid waste management in Oyo State, Nigeria has been traced by researchers to poor environmental awareness and low level of education among the populace, especially traders, who generated much of the waste. These traders however have been excluded from various environmental awareness education programme. This study, therefore, examined the effect of a participatory environmental education programme on traders’ knowledge, attitudes and practices in solid waste management in some selected markets in Oyo State, Nigeria. The study adopted a pretest-posttest, control group, quasi-experimental design with a 2x2x2 factorial matrix. The sample consisted of 1000 traders (560 female and 440 male) from twenty markets in Oyo State using the stratified random sampling technique. Three main instruments were used to collect data, namely, Environmental Knowledge Test (r=083), Environmental Attitude Scale and (r=0.85), Environmental Practices Scale (r=075). These instruments were translated into Yoruba language because majority of the participants had little or no formal education. Participants in the experimental group were exposed to a participatory environment method, while those in the control group were exposed to the placebo method. The treatment lasted for a period of twelve weeks. Seven hypotheses were tested at 0.05 level of significance. Data were analysed using descriptive statistics and Analysis of Covariance (ANCOV ). It was found that treatment had significant main effect on traders’ knowledge (F (1,480), =22.55; p < .05), attitudes, (F (1,480) = 75. 18; p <0.05) and practices (F(1,481) = 48:78; p <0.05) in solid waste management. Traders exposed to participatory environmental education programme performed better in knowledge ( =47.83) than their control group counterparts ( =46.83). Similarly, participants in the participatory group had a better attitude score ( = 42.88) than the control group ( = 33.64), and the same pattern was observed in the practice scores with those in experimental group having higher practices score ( = 40.98) than control group ( = 32.97) in solid waste management. It was also found that location of traders had significant effect on their knowledge, attitudes and practices. Traders from the urban areas obtained a higher knowledge score than their rural counterparts ( = 38.29) and a higher practices mean score ( = 41.32) than their rural counterparts ( = 35.29). Gender was found to have no significant main effect on traders’ knowledge, attitudes and practices in solid waste management. Participatory environmental education programme was effective in improving traders’ knowledge, attitudes and practices in solid waste management. It is therefore recommended that participatory environmental education programme be adopted by all waste management agencies for enlightening traders on solid waste management and by all the agencies of government in charge of solid waste management in Nigeria. Key words: Participatory environmental education programme, Environmental knowledge and attitude, Environmental practices, Nigerian-traders, Waste Management Word Count: 460 ii UNIVERSITY OF IBADAN LIBRARY DEDICATION This work is specially dedicated to God Almighty who has in His infinite mercy guided and sailed me through this academic aspiration. It is also dedicated to my loving wife Adekemi Abio Oladapo and our children, Femi, Ifeoluwa and Oluwaferanmi Valentina Oladapo. iii UNIVERSITY OF IBADAN LIBRARY ACKNOWLEDGEMENTS I thank God Almighty for His favour, protection, provision and guidance throughout the period of this study. My appreciation goes to my Supervisor, Dr. Sunday Olukayode Ajitoni. I appreciate his thoroughness and diligence in supervising this study. His patience and diligent supervision of this study contributed immensely to the standard of this work. I will forever appreciate him. I am also grateful to Dr. Segun Ajiboye who, despite his tight schedule, took pain to read through this work and provided useful suggestions. God Almighty used him in lifting me up. My appreciation also goes to Dr. P.A. Amosun, a motivator and great encourager, who always found time to read through my work each time I gave it to him not minding his tight schedules. He contributed immensely towards my academic pursuit. I will forever remember him. I cannot adequately express my profound gratitude to my leading light, Dr. Bankole Ogunleye, an intelligent and astute scholar. All academic discussion with him sharpened and enriched my skills and he assisted in reading the work at different stages. His contribution towards the success of this work cannot be over emphasised. Dr. D.O. Fakeye was always ready to give me advice and contributed immensely towards the success of this work, I say thank you very much sir. I gratefully aknowledge the support of my colleagues like Mrs. T.V Victoria Gbadamosi, Rev. K. Oyerinde, Yinka Odumosu, Mr. Idowu Abubakar who always stood by me to see to the success of this work. May Almighty God always be with them, and see them through too in their academic pursuit. iv UNIVERSITY OF IBADAN LIBRARY I must also show my gratitude to Professor O.A.Moronkola, who did not leave me whenever I was in need of him. I also register my profound gratitude to Dr. Kola Babarinde who does not hide his feeling whenever the need arises. He is a brother in deed. His advice not only contributed to my academic progress but also my conduct, may God continue to give him wisdom. I remember the contributions of my friends, Alhaji Rasaq Kareem and Alhaji Toyin Salami who not only contributed financially but were always there for me when it was getting tough. Special mention should also be made of Alhaji Kunle Junaid for his contribution towards the success of this work. I also appreciate my Secretary Mrs. Serifat Mojirayo Aderoju for her exemplary conduct during the typing of this work as well as Mr. Sunday Ogundare and Monsur Olapade for their contributions toward the success of this work. My profound gratitude goes to my loving, caring and understanding wife, Mrs. Adekemi Abio Oladapo for her support in ensuring the successful completion of this thesis as well as for the endurance and the understanding which my children showed during the period of my study. Oladapo, Samuel Olanrewaju v UNIVERSITY OF IBADAN LIBRARY CERTIFICATION I certify that Samuel Olanrewaju OLADAPO carried out this work in the Department of Teacher Education, Faculty of Education, University of Ibadan, Ibadan, Nigeria. Supervisor S. O. Ajitoni B.Ed (Zaria), M.Ed, Ph.D. (Ibadan) Lecturer, Social and Environmental Studies, Department of Teacher Education, University of Ibadan, Ibadan, Nigeria. vi UNIVERSITY OF IBADAN LIBRARY TABLE OF CONTENTS Page Title Page ……………………………………………………….. i Abstract …………………………………………………. ii Dedication ………………………………………………. iii Acknowledgements …………………………………... iv Certification …………………………………………… vi Table of contents ……………………………………. vii List of Tables ……………………………………………. xii List of Figures …………………………………………… xiii List of Appendix……………………………………….. xiv CHAPTER ONE: INTRODUCTION 1.1 Background to the Study ………………………………. 1 1.2 Statement of the Problem ……………………………… 13 1.3 Hypotheses ……………………………………………… 13 1.4 Scope of the Study ……………………………………… 15 1.5 Significance of the Study ……………………………….. 15 1.6 Operational Definition of Terms ………………………. 16 vii UNIVERSITY OF IBADAN LIBRARY CHAPTER TWO: REVIEW OF RELATED LITERATURE 2.1 Theoretical Framework …………………………………… 19 2.2 The Concept of Environment ……………………………… 23 2.3 Historical Perspective of Environmental Education ………….. 23 2.4 The Development of Environmental Awareness in Nigeria …… 25 2.5 Philosophy of Environmental Education ………………………. 27 2.6 Objectives of Environmental Education ……………………….. 28 2.7 The Environment and Environmental Problems ……………… 32 2.8 The Rationale for Educating Traders on Environmental Problems 33 2.9 Global Environmental Problems ………………………………… 34 2.10 Environmental Problems Associated with Solid Waste ………… 37 2.11 Attitude of People towards Solid Waste Management in Nigeria… 41 2.12 Solid Waste Management in Selected African Countries ……….. 42 2.13 Knowledge of People about Solid Waste Management in Nigeria 46 2.14 Solid Waste Management and Sustainable Development ………. 48 2.15 Goal and Objectives of Solid Waste Management …………….. 52 2.16 Participatory Action Research …………………………………… 53 2.17 The Concept of Knowledge ……………………………………… 55 2.18 Studies on Attitudes ……………………………………………… 56 2.19 Appraisal of Literature ……………………………………………. 58 viii UNIVERSITY OF IBADAN LIBRARY CHAPTER THREE: METHODOLOGY 3.0 Introduction ……………………………………………………… 60 3.1 Research Design ………………………………………………… 60 3.2 Variables in the Study …………………………………………… 61 3.3 Selection of Participants ………………………………… 62 3.4 Experimental Group Discussion ……………………………… 63 3.5 Research Instruments ………………………………………… 64 3.5.2 Environmental knowledge Test (EKT) ……………………… 64 3.5.3 Validation of EKT ……………………………………………… 65 3.5.4 Environmental Attitude Scale (EAS) …………………………. 65 3.5.5 Validation of EAS ……………………………………………… 66 3.5.6 Environmental Practice Scale (EPS) …………………………. 66 3.5.7 Validation of EPS ……………………………………………… 66 3.6 Research Procedure …………………………………………… 67 3.6.1 Outline of the Field Activities ……………………………… 69 3.6.2 Control Groups ……………………………………………… 70 3.6.3 Training Session ……………………………………………… 70 3.7 Method of Data Analysis…………………………………….… 71 ix UNIVERSITY OF IBADAN LIBRARY CHAPTER FOUR: RESULTS 4.0 Introduction …………………………………………………… 72 4.1 Effect of Treatment on Participants’ Knowledge Attitude and Practices in Solid Waste Management ………………………… 72 4.1.2 Effect of Gender of Participants Knowledge, Attitude and Practices in Solid Waste Management ………………………. 79 4.1.3 Effect of Treatment and Location of Markets on Participants Knowledge, Attitude and Practices in Solid Waste Management… 80 4.1.4 Effect of Treatment and Gender on Participants’ Knowledge Attitude and Practices on Solid Waste Management …………… 83 4.1.5 Effect of Gender and Location of Markets on Knowledge, Attitude and Practices of Traders in Solid Waste Management ………………………………………………………. 84 4.1.6 Effect of Treatment, Gender and Location of the Market on Participants’ Knowledge, Attitude and Practices in Solid Waste Management ……………………………………………………… 85 4.1.7 Effect of Treatment, Gender and Location of the Markets on Participants’ Knowledge, Attitude and Practices in Solid Waste Management…………………………………… 85 4.2 Summary of Findings…………………………………………… 85 x UNIVERSITY OF IBADAN LIBRARY CHAPTER FIVE 5.1 Introduction …………………………………………………… 87 5.2 Conclusion…………………………. ……………………….. 87 5.3 Recommendation …………………………………………….. 94 5.4 Limitation of the study………………………………………….. 95 5.5 Suggestion for further research…………………………………. 96 References…… ……………………………………………………. 98 Appendix… ………………………………………………………… 106 xi UNIVERSITY OF IBADAN LIBRARY LIST OF TABLES Table 1 - Modalities for Governance of Waste in selected Africa Countries… 44 Table 2 - 2x2x2 factorial Matrix of the study …………………………… 61 Table 3 - Outline of Field Work …… 69 Table 4 - summary of ANCOVA of post test Knowledge Score by Treatment, Location and Gender ……………………………… 73 Table 5 - MCA of Post – Test Knowledge score by Treatment, Location and Gender …………………………………………………………… 74 Table 6 - Summary of ANCOVA of Post-Test attitude Score by Treatment, Location and Gender ………………………………………………75 Table 7 - MCA of Post-Test Attitude score by Treatment, Location and Gender …………………………………………………………… 76 Table 8 - Summary of ANCOVA of Post-Test practices Score by Treatment, Location and Gender ………………………………………………77 Table 9 - MCA of Post-Test practices Score by Treatment, Location and Gender …………………………………………………………… 78 xii UNIVERSITY OF IBADAN LIBRARY LIST OF FIGURES Fig 1: Illustrative Diagram of the Research Design…………………………61 Fig 2: Frame Work of Variable Studied…………………………………… 62 xiii UNIVERSITY OF IBADAN LIBRARY LIST OF APPENDICES Appendix I - Focus Group Mode 104 Appendix II - Outdoor Educational Activities performed by the Participants 106 AppendixIII- Pollution 107 Appendix IV- What to do to stop pollution 109 Appendix V- Outdoor Education Activities 110 Appendix VI- Flood/effect of flooding 111 Appendix VII Waste Generation and number of markets by local Governments in Oyo State 112 Appendix VIII - Environmental Knowledge Test (EKT) 114 Appendix IX - Environmental Attitudes Scale (EAS) 118 Appendix X - Environmental Practices Scale (EPS) 120 Appendix – XI Agbeyewo Imo Lori Ayika 122 Appendix – XII Ayewo Lori Imo Eto Ayika 126 Appendix – XIII Igbelewon Iwa wa si eto Imototo 128 Appendix- XIV Photographs showing Traders engaging in Participatory Activities xiv UNIVERSITY OF IBADAN LIBRARY xv UNIVERSITY OF IBADAN LIBRARY CHAPTER ONE INTRODUCTION 1.0 Background to the Study The human quest to improve the quality of life through the interactive process with nature is a prevalent phenomenon. Scientific and technological achievements are enabling humankind to control and transform the natural environment to suit their needs and demands. Indiscriminate use of this capability, however, has led to environmental pollution thereby creating a situation threatening the existence of humanity (Ogundipe, 2006). The crisis has threatened the assimilative and carrying capacity of the earth, which is human‟s life support system. Environmental pollution has been known to exist for a very long time (at least since people started using fire thousands of years ago) but it has now assumed a serious dimension and constitutes a threat to human existence. This is because, as human civilisation progressed, human‟s interaction with the environment became progressively complex and advanced (Ogundipe, 2006). Today, the Nigeria environment presents serious problems across the length and breadth of the country despite the fact that this environment provides all life support systems in the air, on water and on land, as well as the materials for fulfilling all developmental aspirations. The problems of environment manifest in several forms. For example, sheet erosion is a phenomenon whereby a large area of surface soil is lost by “blank sheet” flows of surface or near surface water. Sheet erosion occurs nationwide, and this produces devastating effects on agriculture. Gully erosion, in contrast to sheet erosion, is very obvious because of its disastrous nature and rapid progress. (Federal UNIVERSITY OF IBADAN LIBRARY Environmental Protection Agency, (FEPA), 2002. Drought and desertification remain very serious ecological and envPPironmental problems, affecting about 15 states in the northern part of the country. Currently, it renders the areas north of latitude either desertified or highly prone to desertification. The persistence of the problem continues to cripple the socio-economic life of the areas (FEPA, 2002). Among the major environmental problems facing Nigeria today, solid and municipal wastes are the most visible and serious. All over the country, it is not uncommon to find heaps of refuse doting the entire landscape which is a result of improperly managed solid waste (Onibokun, 1999). These problems, if allowed to persist, could lead to epidemics and associated social problems. Therefore, there is an urgent need to address these environment-related problems in a sustainable way (Center for African Settlement Studies (CASSAD), 1996). A visit to any of the cities in Nigeria today will reveal aspects of the waste management problems as heaps of uncontrolled garbage are found everywhere and road-sides are littered with refuse, streams are blocked with junks,and disposal sites constitute hazard to residential area. The problems of solid waste management are twofold; the attitude of the populace in embracing the culture of a clean and healthy environment on one hand and the declining efforts of the government agencies in evolving strategies to achieve same on the other. This, therefore, raises the question on the information that is available and accessible to the environmental workers, who are involved in solid waste management (Akintola, 2004). Wastes accumulation is an endemic problem. This is mainly due to the rapid rate of urbanisation and lack of adherence to sound physical planning and development 2 UNIVERSITY OF IBADAN LIBRARY practices (Onibokun, 2000). Recent events in the major urban centres have shown that the problem of solid waste management has become a monster which has rendered abortive most of the efforts being made by the professionals, state, local governments and federal authorities alike (Onibokun, Adedipe & Sridhar, 2000). The health or ecological risks associated with wastes are functions of (i) the quantity and rate of generation; (ii) toxicity and the associated hazard; (iii) ecological characteristics of the surrounding area;(iv) inefficiency of pollution abatement equipment; and (v) meteorological conditions. As a result of the serious adverse environmental consequences of the indiscriminately dumping of waste around Oyo State, there has been a search for solution th since the last quarter of the 20 century (Oluwarore, 2006). The problems of solid waste management in Nigeria have been catalogued in several reports such as in Sridhar and Ojediran (1983) and Federal Ministry of Housing and Environment (1982). These include lack of meaningful waste management strategy, lack of public awareness concerning waste recycling practices, economic value of wastes and the effect of improper disposal of waste both on people and the physical environment. Similarly, Ayodele (1997) categorised solid waste management problems into technical, institutional, financial and sustainable human aspects. Akintola (2004), also included in the list, the inadequacy and poor maintenance of refuse vans and equipment, role conflict between state and local governments, lack of continuity in governance with attendant shift in policies, structures and focus. Further, as part of the many problems militating against waste management practices, Babajide (1998) also identified lack of reliable data on waste generation. It was also observed by Logwood 3 UNIVERSITY OF IBADAN LIBRARY (1997) that wastes are not really disposed of in Nigeria but are transferred from one location to another where their nuisance value is thought to be less damaging. Solid waste collections and disposals have been an intractable problem in Oyo State, Nigeria. The state is made up of indigenous towns with a population of more than five million people located on an undulating plain with a ridge of eight quartzite hills separating the state into eastern and western components (Taiwo,1998). The state is faced with critical environmental issues and problems which include insufficient waste management services, a low solid waste collection rate which has resulted in illegal dumping, blocked drains, disruption of business in commercial areas, reduced road space and localized pollution due to neighbourhood incineration. (Okediran & Onibokun, 1997). The estimated waste generation in Oyo State was 821,000 tonnes per year. This is based on a population figure of about 5,748,000 people estimated for 1998 (IBSWMA 2008). Food related organic waste constitutes the highest proportion of wastes, followed by abattoir-related waste and paper products, metallic and wood waste, textiles and plastic wastes in the 380 recognized markets in the state with about 35000 traders (Oyo State Board of Internal Revenue, 2009). The volume of solid waste generated sometimes over-whelmed urban administrator's capacity to plan for its collection and disposal. Attempts to solve this problem effectively have given rise to myriad of strategies involving measurable amount of capital and human resources. These strategies yielded little or no positive impact on the physical urban environment of Nigerian cities. Extant literature is explicit of the solid waste generation and disposal. Scholars such as Rushbook and Pugh (1999), Ikuporukpo (1993), Adedibu (1990), Abumere(1983) advocated that to evolve an effective solid 4 UNIVERSITY OF IBADAN LIBRARY waste management strategy, the need to carry out research on socio-economic characteristics of the residents as well as physical characteristics of different residential districts within an urban space is of paramount importance. Despite these clarion calls at various points in time, not much study has been focused at estimating the volume, composition and per capita refuse generated in Nigerian urban centers. For instance, Adedibu (1985) opined that the nature and composition of solid waste generation is a product of the climatic and business activities of the urban centers. Abumere (1983), in his own study of solid waste generation in Ibadan, examined the effect of socio-cultural factors on land use pattern such as housing density, eating habits. His findings show that solid waste accumulation is a product of chaotic land use pattern. Also the number of household living and eating habit in a house greatly determine the level and composition of refuse to be generated. Oyo State is occupied with diverse commercial, social and domestic activities. All of these activities produce lots of waste which are not properly managed. The rapid development of Oyo State with impact on its spatial growth, The state like any other Nigerian state, is characterized by chaotic land use pattern which is a reflection of poor planning in the past. Despite the chaotic land use pattern which characterized the urban landscape of the state, residents occupy over 60%, while commerce account for about 40% of the total land use (Falade, 1998). Tremendous increases in population, uncoordinated growth of development and expansion of commercial activities have impact on socio-economic and environmental set up of the cities of Oyo State. The city has been plague with virtually unmanageable rate of refuse generation and its weak disposal method. It is very common to see the heaps of refuse 5 UNIVERSITY OF IBADAN LIBRARY littering the major streets in the cities of Oyo State. This is a reflection of the poor refuse management techniques in the city (Omuta, 1987). In Nigeria, attempt at conservation and protection of environment started in 1982 with the formation of the Nigeria Conservation Foundation (NCF) devoted to the conservation of nature. The Federal Government of Nigeria took a bold step in 1984 to introduce the monthly Environmental Sanitation Day and in 1988 the Federal Environmental Protection Agency (FEPA) was established. In 1992, FEPA‟s mandate was expanded by Decree 59 to cover conservation of natural resources and biological diversity. Capacity building in the area of environmental protection was pursued in a number of initiatives on public awareness, training, institutional strengthening, infrastructural development and through the establishment of non-governmental organizations (NGOs) concerned with the environment. Other activities include assistance to all states of the federation for the establishment of State Environmental Protection Agencies (SEPAs), initiation and co-ordination of the development of State Environmental Action Plans (SEPAs); training of state environmental managers on specific environmental management issues; institutional strengthening of selected universities to serve as Centres of Excellence on specific environmental management and organization of various sectorial workshops and seminars for other agencies, non- governmental organization (NGOs) and Community-based Organizations (CBOs) (FEPA, 2002; Adesanya, 2000; and Ogbuozobe, 2000). Over the past fifteen years or so, there has been an increase in the number of local NGOs that are active in environmental and ecological conservation issues. They include the Nigeria Conservation Foundation (NCF), which is affiliated to World Wildlife 6 UNIVERSITY OF IBADAN LIBRARY Foundation International (WWF), Friends of the Environment (FoE) and Forestry Association of Nigeria (FAN). These organizations have been able to attract considerable inflow of counterpart funds to support environmental projects in Nigeria (Adesanya, 2000, Ogbuozobe, 2000; and Petters, 1993). In recognition of the importance of co- operation with other nations of the world for the effective protection of the global environment, the government has, over the year ensured collaboration with the international community in the area of environmental protection. Such collaborative efforts have resulted in positive contributions to the development of appropriate policies, legislation, action plans and programmes at regional and international levels. In addition to the efforts of NGOs, the government of Nigeria has several sources of funds for environmental protection activities. These include the ecological fund, through which 1% of the federation account is set aside for the amelioration of ecological problems such as soil erosion and flood control, desertification, drought and general environmental control (refuse, solid waste, water hyacinth, industrial waste). This amount was recently increased to 2% and paid into a Special Ecology Fund. In addition, the government has earmarked 3% of the revenue accruing from crude oil in the country to tackle some ecological problems through the defunct Oil Minerals Producing Areas Development Commission (OMPADEC) and which has now metamorphosed to Niger- Delta Development Commission (NDDC) (Okebukola, 2001). Financial contributions from non-governmental organizations and the private sector also provide assistance for conservation efforts. Bilateral and multilateral financial assistance from such agencies like the World Bank, UNDP, UNEP, FAO, IUCN, UNICEF and ADB equally covers such problems as desertification control, capacity building and so on (Petters, 1993). 7 UNIVERSITY OF IBADAN LIBRARY However, all these measures have not been able to solve the environmental problems in Nigeria, and Ibadan in particular. A consideration of practical solutions to the effective management of all waste types in a sustainable manner will be of national interest because majority of Nigerians will benefit from an improved environment (Olatundun, 2009).To this end, an environmental education programm is necessary because illegal waste dumping, if not checked, can impact natural resources, human health and ecosystems with adverse consequences for the present and future generations of Nigerians. Sridhar (1983) and Logwood (1997) listed fire, communicable diseases and contamination of underground water as part of the main environmental consequences of improper solid waste management practices. The public needs to be informed about issues that affect their well-being. Waste generation as solids, liquids, gases and air-borne particulate matter or dust has inevitable consequences on human activities. There was no systematic/ formal approach to waste management in Nigeria until the Federal Environmental Protection Agency (FEPA) was created by decree 58 of 1988. th The National Policy on Environment was officially launched on 27 November 1989, by President Ibrahim Babangida. He mentioned many glaring cases of pollution and environmental damage prevalent in Nigeria either through the preventable acts of people or as a result of natural disasters. In response to environmental problems in Nigeria, several attempts have been made by the successive regimes at finding lasting solutions. Policies have been formulated and conferences held to address issues concerning the problems locally, nationally and internationally. Notable among such international conferences and workshops were those of Stockholm in 1972, Belgrade, 1975; Tbilisi, 8 UNIVERSITY OF IBADAN LIBRARY Georgia, in the former USSR which was held in 1977, Rio de Janeiro Conference 1992 in Brazil, popularly known as the ”Earth Summit”, Kyoto Conference, Japan, Johannesburg, South Africa, 2003 (Scoulls & Malotidi, 2004). In the midst of this environmental problem an intervention through environmental education (EE) is urgently needed. Such intervention must be holistic and practical in manner akin to the mass literacy campaigns, universal basic education (UBE), free education at all levels, nomadic education, population education, Better Life for Rural Women, Mass Mobilization for Social and Economic Recovery (MAMSER), and HIV/AIDS campaigns, all of which were (some still are) educational programmes that made banner headlines. Environmental education, the process of inculcating the right values, attitudes, skills, and knowledge for the physical environment, seems to be the solution to the current ecological crises that have worsened rural poverty, imperiled many cities with filth and floods, and under an acute shortage of land, food and fuel, obliterated forests, thereby depopulating wildlife and stripping away soils (Petters, Ekpoh and Bisong, 1995), asked: How do we, in the midst of a teeming population, pollution, and an acute land crisis with declining agricultural productivity reconcile voracious natural resources?. The poor environmental practices could be closely linked to the low level of awareness of the people. The level of Nigerians‟ environmental consciousness is abysmally low as compared with other people of the world where environmental awareness has led to informed actions. Generally, Nigerians are at best indifferent to the improvement and care of the environment. The environment is viewed widely as a source of livelihood; as discrete entities, and not as tightly knit system of inter-dependent 9 UNIVERSITY OF IBADAN LIBRARY structures of rivers, forests, animals, microbes and flowers (Ajiboye & Ajitoni, 2007). The attitude of people and children in the indigenous areas such as Oniyanrin, Bere, Sango, and others towards waste management is generally poor. Similarly, people‟s awareness of the environmental impacts of the waste is generally low. Taiwo (2000) enumerated the causes of the problems to include; illiteracy, poverty, lack of basic health education, lack of or inadequate environmental education, and the inability of traditional communities to catch up with the fast urbanization (IBSWMA, 2009). The poor attitude of people towards dirty environment is not due to absence of environmental laws, it is only that these laws are not being enforced. For instance, there are laws such as those enacted by Ibadan Solid Waste Management Authority and several bye-laws by local governments in the state but these laws are not being fully applied. Ogundipe (2006) observed that ignorance on the people‟s part as a result of high level of illiteracy is a prominent factor militating against keeping a clean environment. . It is clear from the foregoing that something must be done to solve these environmental problems. The questions that arise from these are: What should be done and by whom? First, it has been suggested that environmental education should be the intervention strategy for ameliorating the effects of environmental degradation (Laoye, 2006). Environmental education belongs to the domains of formal and non - formal education. Its ultimate goal is to change human values and behaviour across the entire social spectrum; from that of wanton exploitation of nature and ecological apathy, to new spirit and habit, morals, ethos, ideals, principles, customs, norms and lifestyles that will appreciate the beauty of nature and develop a culture of clean environment, as well as 10 UNIVERSITY OF IBADAN LIBRARY protect and manage it for sustainable development that will benefit this and future generations (Petters, 1995). Current research in environmental education has suggested participatory approaches to solving current environmental problems. The participatory action research is an established method in the social and medical sciences since the mid-20th century and has increased in importance for information system toward the end of the century. Participatory model can be applied to any type of environmental issues such as solid waste management. Consequently, the participatory model of Mansaray (1999) in which recipients took an active part in developing and packaging such information could focus on any level of research or instruction on environmental issues. According to Laoye (2006), the location of activities of people and the relative planning of an area are crucial factors in waste generation. People living in commercial areas like Iwo road, Agodi-gate and Oluyole all in Ibadan, Rounder, Takie, Okelerin in Ogbomoso are bound to generate less solid waste than those living in unplanned market areas such as Oje, Bere, Oja‟ba, Idi Arere, Bode and Orita Challenge. These areas are considered problematic when it comes to solid waste generation. The increase in volume of wastes generated is also due to spatial growth and creation of new markets. Many research works have been carried out to explain gender differences in learning outcome including environmental education. Onibokun (1997) and Kironde, (1998) explained that the differences in learning are derived from various factors such as the bicultural model. This model explains that females generally are thought of in terms of their feminine roles of how to take care of domestic chores which include cleaning of surroundings. This has caused what is referred to as “gender stereotyping”, resulting in 11 UNIVERSITY OF IBADAN LIBRARY the label syndrome of “feminine or “masculine” roles. Also other studies reported differences in environmental issues relating to gender. Vanass and Doris (2006) found that while male frequently mentioned nuclear power, the female, tended to report threats to wildlife as a major concern. Differences were also reported by an Australian study (Connell, Fien, Sykes &Yencken 1999) which found that, when asked to name the most important environmental issues in Australia, more female students identified endangered animals, while more male students mentioned soil erosion and land degradation. On the other hand, Olagunju(2005) and Ogunleye(2003) found no significant effect of gender on students‟ knowledge and attitude towards environmental education. Their findings revealed that females possessed more verbal commitment to the environment than males. Considering the important roles of women as the first teachers of the children and their closeness to the environment, bordering on their activities and use of materials in the environment, the education of women towards conserving the environment is very important. In the same vein, Gifford, Hays and Boros (1983), examined individual differences as they relate to environmental attitude. The results proved that males possess more environmental knowledge than females; while females displayed greater affection (attitudes) or concern about the environment than males, and females possess more verbal commitment than males. However, Strikland, Robertson, Jetinghoff & Carolyn (1977) in his own study, found no significant difference between male and female subjects in the amount of acquired information relating to energy before and after treatment. These conflicting evidence would require further research 12 UNIVERSITY OF IBADAN LIBRARY 1.2 Statement of the Problem More than 50% of solid waste in Oyo State emanates from markets (IBSWM, 2006). It has also been discovered that this solid waste has not been properly handled by the traders. Hence, the need to educate traders on environmental issues especially on solid waste management has become highly imperative. This study, therefore, investigated the impact of a participatory environmental education intervention programme on the knowledge, attitudes, and practices of the traders in solid waste management in the markets. It also determined the moderating effects of gender and location of the market on the three dependent variables of knowledge, attitude and practices of the traders. 1.3 Hypotheses The following hypotheses were tested at 0.05 level of significance Ho1: There is no significant main effect of treatment on participants‟ (i) environmental knowledge; (ii) environmental attitude; and (iii) environmental practices. Ho2: There is no significant main effect of location of markets on participants‟ (i) environmental knowledge; (ii) environmental attitude; and (iii) environmental practices. Ho3: There is no significant interaction effect of treatment and markets‟ location on participants‟ (i) environmental knowledge; 13 UNIVERSITY OF IBADAN LIBRARY (ii) environmental attitude; and (iii) environmental practices. Ho4: There is no significant main effect of gender on participants‟ (i) environmental knowledge; (ii) environmental attitude; and (iii) environmental practices. Ho5: There is no significant interaction effect of treatment and gender on participants‟ (i) environmental knowledge; (ii) environmental attitude; and (iii) environmental practices. Ho6: There is no significant interaction effect of gender and location of residence on participants‟ (i) environmental knowledge; (ii) environmental attitude; and (iii) environmental practices. Ho7: There is no significant interaction effect of treatment, gender and markets‟ location on participants‟ (i) environmental knowledge; (ii) environmental attitude; and (iii) environmental practices. 1.4 Scope of the study This study was designed to develop a participatory environmental education programme and to determine the impact of the programme on the environment-related knowledge, attitude and practices of 1000 selected traders in 20 markets comprising 10 14 UNIVERSITY OF IBADAN LIBRARY urban and 10 rural markets in Ibadan, Oyo, Ogbomoso and Iseyin in Oyo State. It also investigated the impact of the intervention programme on the knowledge, attitude and practices of traders Odo Oba, Ojagbo, Arada and Akunko in Ogbomoso. Sabo,Ilora, Ajegunle and Araromi in Oyo; and Adabo, Oluwole, Ogisiyi and Koso in Iseyin. Other markets covered were, Bodija, Adelabu, Gate, Sango, Oja Oba, Bola-Ige, Ogunpa and Bode markets in Ibadan. 1.5 Significance of the Study Findings from this study could be beneficial to traders who were exposed to new ways of solid waste management in the markets as this could reduce the spread of diseases associated with dirty market environment. It is further hoped that findings from this study would be of benefit to customers who have to buy items from a dirty market environment which could result in the outbreak of preventable diseases such as cholera. They could benefit from the studies as they would be buying items from knowledgeable traders who were expected to sell from a neater environment devoid of diseases. Also, findings from this study could provide empirical data to all stakeholders, especially environmental educators and planners, on the need to integrate participatory environmental education in the education of traders with respect to handling of solid wastes in their locality. Hopefully, the findings would also assist the Oyo State government in producing practical solution on how wastes could be better managed in the markets and this could reduce the amount of money being expended on waste removal in the markets. The findings should also be important to the populace who would be benefiting from a neater market environment especially those who are living close to the markets and have been 15 UNIVERSITY OF IBADAN LIBRARY experiencing offensive odour and filth emanating from the market locations. The findings provide solution to this menace and save the populace from outbreak of epidemic as result of a dirty/filthy environment. 1.6 Operational Definition of Terms Environmental Practices: The mental predisposition of the participants to act and develop a sense of responsibility and urgency in solving the menace of solid waste management in the markets. Environmental Education (EE): Process of transmission of environmental information, values and skills for awareness creation attitude change towards the use of the immediate environment and its proper management of elements within that environment. Knowledge: The acquired basic understanding by the participants on solid waste management and its associated problems. Attitude: The feelings, opinions, likes or dislikes and interests of the traders in solid waste management as measured by their practices. Participatory Approach: A process of developing new skills by the traders to solve problems associated with solid waste management. Traders: Those involved in buying and selling in established markets located in Ibadan, Oyo, Ogbomoso and Iseyin in Oyo State. Solid Waste: The bye-products of goods items and other materials used, consumed or abandoned in a market in the study area. 16 UNIVERSITY OF IBADAN LIBRARY Waste Management: A method and approach adopted to ensure that wastes do not litter, constitute nuisance or become hazardous to the environment and also the turning of wastes to useful items 17 UNIVERSITY OF IBADAN LIBRARY CHAPTER TWO REVIEW OF RELATED LITERATURE The related literatures were reviewed under following headings: 2.1 Theoretical framework 2.2 The concept of environment 2.3 Historical perspective of environmental education 2.4 The development of environmental awareness in Nigeria 2.5 Philosophy of environmental education 2.6 Objectives and principles of environmental education 2.7 The environment and environmental problems 2.8 The rationale for educating traders on environmental problems 2.9 Global environmental problems 2.10 Environmental problems associated with solid waste 2.11 Knowledge of people about solid waste management 2.12 Attitude of people towards Waste management 2.13 Solid waste management in selected African countries 2.14 Solid waste management in Nigeria 2.15 Goal and objectives of solid waste management 2.16 Participatory action research 2.17 Qualitative research 2.18 The concept of knowledge 2.19 Studies on attitudes 2.21 Appraisal of literature 18 UNIVERSITY OF IBADAN LIBRARY 2.1 Theoretical Framework The theoretical framework for this research was adapted from constructivist theory of learning which focuses on learner‟s ability to mentally construct meaning out of their environment and to create their learning through participation. According to Kirschener (2006), constructivism is a psychological theory of knowledge which argues that humans generate knowledge and meaning from their experiences. Formalisation of the theory of constructivism is generally attributed to Jean Piaget (Mayer, 2004). The constructionists argue that as far as instruction is concerned, the instructor should try and encourage learners to discover principles by themselves (Affikinson, 2000). From the constructionists‟ point of view, there are some shifts in learning today. These shifts are:- - from instruction to construction and discovery; - from teacher to learner-centred education; - from absorbing learning materials to learning how to navigate and learn - from the teacher as a transmitter to the teacher as a facilitator (Falade, 2007); According to constructionists, effective learning involves action or active participation of the learners. John Devery, one of the constructivists, stressed that the learner needs to do something. Learning should not be passive acceptance of knowledge, it involves the learners engaging in the process (Forrester & Jantzie, 2004). According to the social constructivist approach, instructors have to adapt to the role of facilitators and not teachers (Hilbert 2004). Where a teacher gives a didactic lecture which covers the subject matter, a facilitator helps the learner to get to his or her own understanding of the content. The emphasis thus turns away from the instructor and the content to the learner (Clark, 19 UNIVERSITY OF IBADAN LIBRARY 2006). Social constructivist scholars view learning as an active process where learners should learn to discover principles, concepts and facts for themselves, hence, the importance of encouraging guesswork and instructive thinking in learners (Holt 2004). In fact, for the social constructivist, reality is not something we can discover because it does not pre-exist prior to our social invention of it. Kukla (2000) argues that reality is constructed by our own activities and that people, as members of a society, invent the properties of the world. Other constructivist scholars agree with this and emphasize that individuals make meanings through interactions with each other and with the environment they live in. Knowledge is thus a product of humans and is socially and culturally constructed (Pass.1992). A further characteristics of the role of a facilitator in the social constructivist‟s view point, is that the instructors and learners are equally involved in learning from each other as well (Holt & Holt 2000). This entails that learners and instructors should develop an awareness of each other‟s view points and then looks to their own beliefs, standards and values, thus being subjective and objective at the same time (Savery 1994). The constructivist thus belief in participatory action research which the research is based on. Participatory model can be applied to environmental issues such as solid waste management. Consequently, the participatory model of Mansaray (1999) in which the recipients‟ took an active part in developing and packaging such information could focus on either level of research or instruction of environmental issues. Mansaray‟s findings as reported by Oyetade (2003) show that the approach had a more profound impact on the knowledge and attitudes of the participants in relation to the messages communicated which could equally be applicable at all levels (Oyetade 2003). The participatory action 20 UNIVERSITY OF IBADAN LIBRARY research produces highly relevant results, because it is grounded in practical action aimed at solving an immediate problem situation (Westfall, 1999). Oyetade (2003) reports that participatory action research involves undertaking research in a natural setting where the researcher is an instrument of data collection who gathers words or pictures, analyses them, focuses on the meaning and describes a process that is expressive and persuasive in language. Participatory action based method adopted in this research also takes it root from constructivist theory of learning which provide the theoretical foundation for participatory action research. It focuses on learner‟s ability to mentally construct meaning out of their environment and to create their own learning. Some of the theorists associated with constructivism as reported by Falade (2007) include John Dewey, Seymour Papert, Jerome Brunner, Jeen Piaget and Lev Vygotsky . One of the proponents of this theory, pointed out that in constructivist theory, learning is interactive and collaborative (Carbonell, 2004). The constructivists believe all humans have the ability to construct knowledge in their own minds through a process of discovery and problem solving. They believe the researcher should encourage the population used in research to discover principles and solutions to problems through participatory method. The model involves working together to achieve a common purpose (Klemin, 1994). Action research involves (i) Action to bring about change in a community, organisation or programme (ii) Research to increase understanding on the part of the researcher, client or both. Action research is a natural way of acting and researching at the same time (Rick, 2005). 21 UNIVERSITY OF IBADAN LIBRARY Ajitoni, (2007) further emphasises the real and lasting changes that occur through action research. They argue that education programmes are usually packaged and administered by perceived “experts” without an adequate input by the beneficiaries of such programmes, which quite often, seem to work for some time and then fail without obvious reasons. Action research is action oriented and it leads to permanent outcomes. Participatory action research is highly relevant in environmental education programmes hence one would agree with Jones (1996) as cited by Falade (2007) that participatory action research is a collaborative and „Bottom-up‟ effort that starts with interpersonal attitudes to skills leading to functional and finally to broad team skills which is the ultimate intention of action research. The participatory action research is transformation; change and improvement in the lives of the participants and it enhances attitude formation (Akintunde, 2007). Environmental issues involve a complex set of multidimensional interactions between the environment and man and to find solution to such environmental problem such as solid waste management, there is a need to employ a qualitative approach, Creswell (1994). This will emphasise the researcher‟s role as an active learner who can tell the story from the participants‟ view rather than as a person that passes judgment on participants. The researcher interacts with those they study. He or she tries to minimise the “distance” or “objective separateness” between him or her and those being researched. The prolonged time on the field for the investigator minimises the distance as the investigator‟s observational role shifts from that of an outsider” to that of an insider during his or her stay on the field. 22 UNIVERSITY OF IBADAN LIBRARY 2.2 The concept of environment The definition of Environment has changed drastically over the past years. We now do not only define the environment as something out there consisting of lakes, mountains, animals and plants, but:  Everything that surrounds us;  That humans are an integral part of the environment;  That the interactions within or between and among the living and non-living entities constitute the environment.  Environment is also defined as consisting of two Principal components, The Natural and the Human Environment. It is noteworthy that these two components interact and determine the state of the environment. Hence it is often said that “human health of the natural environment” 2.3 Historical Perspective of Environmental Education According to Inyang-Abia (1994), “the incontrovertible fact that environmental education pervades all human activities, ages, nations, races and cultures is underlined not only by its varied foundations, but more so by the fact that the environment is an absolute necessity for every existence”. The modern concept of environment originated in the nineteenth century when the Industrial Revolution caused an unprecedented alienation of man from nature and the disruption of civilization‟s formally unified cultural milieu. Also Inyang – Abia (1992), modern efforts in the areas of environmental education can be traced to such personalities as March (1801 -1882) and Patrick Geddes (1854-1933) among a few others. The works of these great environmentalists led to formal introduction of environmental education into the school system. Patrick Geddes, a 23 UNIVERSITY OF IBADAN LIBRARY professor of botany, is today accepted as the father of environmental education. In his work, he emphasized the strong interrelationship between the quality of the environment and the quality of education. Match was one of the earliest advocates of sustainable use of the environment. As far back as 1864 he examined how human activities threatened the earth and nature. His advocacy led to the protection of threatened biosphere and the declaration of the world‟s first national park, the Yellowstone National Park, which is the largest nature reserve in the United States, set up in 1872. His work led to the use of the term “conservation”. The development of responsible environmental behaviour has long been recognized as the ultimate goal of environmental education. It is interesting to observe that between 1972 and 1992 the United Nations‟ Environment Programme (UNEP) reports unveiled the degradation of our environment. Also, after the Stockholm (1972) and Tbilisi Conferences, environmental education attained a position of prominence at national and regional educational systems. Apart from individual efforts, non- governmental organizations (NGO) and international agencies such as UNDP, UNESCO – UNEP and IUCH have consistently encouraged the development of environmental education globally, The worldwide Fund for Nature (WWF) established in 1961 with headquarters at Glan, Switzerland, for example, has contributed in originating, installing and promoting environmental education in various parts of the world, including Nigeria (Inyang-Abia, 1995). The organization, among others is concerned with the conservation of threatened or endangered species of plants, animals and areas of biodiversity including watersheds and wet lands. To Inyang-Abia (1995), two major approaches (formal and 24 UNIVERSITY OF IBADAN LIBRARY non-formal) are adopted by the organization for the purposes of creating environmental awareness. 2.4 The Development of Environmental Awareness in Nigeria The genesis of environmental awareness can be traced to 1930 when the Nigerian Field Society was founded by AFB – Bridge. This society devoted its study to plants, animals, environment, peoples and cultures of West Africa with little attention paid to conservation or environmental awareness. Not until 1982 when the Nigerian Conservation Foundation was formed, nothing substantial happened in the direction of the environment. This foundation was a truly indigenous non-governmental organization (NGO) devoted to conservation of nature. A national profile of Nigeria‟s environmental problems documented in “Nigeria‟s Threatened environment” by Nigeria Environmental Study Action Team NEST, (1991) reported that there exist land, water, atmosphere, vegetation wide life, population and cultural degradations. The propelling force that geared people‟s attention to tackle environmental literacy, encompassing environmental knowledge, attitude and skills are essential ingredients required for solving environmental problems. The government, for the first time, evolved an environmental policy embedded in the fourth National Development Plan 1981 – 1985 (Federal Republic of Nigeria, 1981) which can be tagged the documented evidence expressing Nigeria‟s national seriousness in environmental awareness. Nigeria, however, has intensified its efforts since the past two decades in pursuing programmes of environmental education, both in the formal and informal sectors. In view of this, the 1991 National Curriculum Review Conference which appraised the curriculum of the Nation‟s educational system in Kaduna noted the 25 UNIVERSITY OF IBADAN LIBRARY deficiencies of Environmental Education (EE) elements in various syllabi and those that have EE elements do not reflect the linkage between development actions and the environments (Olagunju, 2001). The conference finally recommended that the various syllabuses be updated or renovated. It is in view of this national commitment of providing an education that would enable people to apply environmental knowledge and awareness to the solution of environmental problems, The National Council on Education (Nigeria‟s highest educational policy body) had directed the infusion of environmental education elements in all school subjects at all levels. It is perhaps in this vein, that the Nigerian Educational Research and Development Council (NERDC) has been assigned the responsibility of integrating environmental education components into the broad spectrum of existing school subjects starting with the Secondary School (Mansaray, Ajiboye and Audu, 1998). The national prototype of environmental education curriculum has therefore been developed by NERDC based on UNESO‟s effort at gearing towards integrating the various components of this curriculum at the Junior and Senior Secondary levels (Adara, 1995). Though the Nigerian Conservation Foundation (NCF) has been the moving spirit behind most environmental awareness programmes and” conservation in Nigeria as rightly observed by Inyang-Abia, (1995), other organizations which have made tremendous impact include the Endangered Species Decree No II of 1985, National Conversation Education Strategy, 1988, approval for installation of environmental education in the Nigerian School System from 1991, environmental education units at the University of Calabar and at the College of Education, Ekiadolor, near Benin in Edo State, and National Parks such as the Cross River National Park, Hadejia-Nguru 26 UNIVERSITY OF IBADAN LIBRARY Wetlands Projects, the Kainji National Park and the Geshaka-Gumti Game reserve. Other associations that focused on environmental awareness creation and concretization include the Green Groc Foundation and the Nigerian Association for Environmental Educators (NAFEE, 1993). 2.5 Philosophy of Environmental Education The philosophy of environmental education is the logical reflection on and of all essential values or meanings of the education process as a means of environmental conservation and sustainability. Logical reflection excludes arbitrariness or whims. It implies the essential values or meanings of the educational process as means of achieving environmental conservation and” sustainable. Educational process is the set of activities carried out intentionally to enable man acquire knowledge, skills, values and attitudes that are significantly correlated with the human efforts to conserve and sustain the environment. The philosophy environmental education goes beyond experience into the implications of experience. Every individual operates his life, social relations, and relations, and relations with the environment on a set of assumptions. According to Marker (1975): A philosophical assumption is the conceptual outcome of tentatively taking a position with regard to alternative meanings of given philosophical concept. Pg 232 In coming experiences, ideas, or newly acquired concepts are related to these assumptions in expectation of finding their implications. If the experiences imply what we know already to be true, we conclude that it, must of necessity, be also true. 27 UNIVERSITY OF IBADAN LIBRARY The philosophy of environmental education is also analytical in its orientation. There is great need for systematic analysis of the concepts of environmental science, geography, social studies, agriculture, geology, anthropology, political science and economics. Others are from education. The philosophy of environmental education is normative in nature. Prescriptive activity should occur when Marker (1975) concludes that appropriate standards of judgment warrant viewing hypothesis as reasonable and therefore, ready for the consideration and testing of others. Education may accept to test the conclusion empirically. Until this is done, the proposition advanced by the philosopher remains a hypothesis. Environmental education therefore, seeks to change the behaviour of men, and its philosophy is concerned with finding justification for alternative responses to the environment. In spite of its limitations in educational practices, philosophy of environmental education has great utility in articulating a paradigm for the solution of many theoretical questions and issues in environmental education (Emeh, 1995). Self examination of our values, culture, educational practices will offer moment of illumination which the injunction of Plato supports in his conclusion that, “an unexamined life is not worth living”. An enlightened” environmental educator will carefully examine the significance of the environmental situations, and equally be armed with knowledge, skills and values to make others to be aware of their own environmental situations. 2.6 Objectives and Principles of Environmental Education The objectives of environmental education vary according to the values and interest held by those advocating the necessity to teach about the environment (Martin 28 UNIVERSITY OF IBADAN LIBRARY 1975). Martin categorized advocates of Environmental Education into two – the conservationists and the educationists. Those advocates holding conservationists‟ ideals want a form of environmental education that sets its objectives firmly on the promulgation of the wise use of natural resources. Educationists on the other hand, are interested in implementation of Environmental Education Curricular in schools. In 1977, Tbilisi, USSR, the World Intergovernmental Conference on Environmental Education as cited in UNESCO – UNEP International Environmental Programme (1989) adopted the goal of environmental educations as: to developed a citizenry that is aware of and concerned about, the total environment and its associated problems which has knowledge, attitude, motivations, commitment and skills to work individually and collectively toward solutions of current problems and the prevention of new ones (p. 112). The conference further enumerated three key issues which the learners should be helped to understand in order to achieve the above stated goal. These are: (a) obtain an understanding that people are an inseparable part of an environmental system and that whatever they do alters their surroundings in both harmful and beneficial ways. (b) obtain a basic knowledge of how environmental problems can be solved and recognized as the responsibility of individuals and each segment of society to co- operate in their solutions. (c) develop analytical thinking and action skills for understanding, preventing and helping to correct environmental abuses. 29 UNIVERSITY OF IBADAN LIBRARY In Nigeria, the Belgrade Workshop (of 1975) objectives for Environmental Education as outlined in UNEP (1995) which involve the cognitive, affective and psychomotor domains are adopted as These objectives could be summarized in categories as: 1. Awareness: Environmental Education in Nigeria should aim at sensitizing the public by creating awareness about the total environment and its problems. Awareness will help people gain insight into certain alternatives to environmental problem identified. 2. Knowledge: Environmental Education should aim at helping individuals and social groups acquire experiences and knowledge about their environment, its associated problems and humanity‟s critical responsible presence and role in the environment. The knowledge objective should be concerned with producing citizens who are knowledgeable about the biophysical environment and its associated problems, aware of how to help solve these problems and are motivated to work towards their solutions. 3. Attitude: These categories of objectives deal with helping individual and social groups acquire social values, strong feelings of concern for the environment and motivation for actively participating in its protection. Desired attitude to the environment should be made second nature to every member of the society. 30 UNIVERSITY OF IBADAN LIBRARY 4. Skills: Environmental Education should also be geared towards helping the individual and social group acquire the skills necessary for working towards the solution of environmental problems. This objective will help Nigerians to acquire skills for identifying and solving environmental problems. To identify the problems the individual need knowledge and awareness of the objective. 5. Participation: The objective should aim at helping individual and social groups develop a sense of responsibility and urgency regarding environmental problems and to ensure appropriate action to help solve these problems. This according to Obi (1993) could lead to critical thinking and the seeing of environmental problems as challenges that need to be solved immediately. 6. Evaluation: Environmental education should aim at measuring environmental aspect in terms of ecological, political, social, economic, aesthetic and educational factors have attempted to summarize the objectives of Nigerian environmental education as follows:- (i) Enlightening the citizenry on the physical components of his environment. (ii) Informing the people about our dependence on environmental resources. (iii) Enlightening the people about the changes that have taken place in the environment over the past decades, centuries and millennia; (iv) Alerting everyone to the consequences of human actions on the environment, including the toll on other forms of life. 31 UNIVERSITY OF IBADAN LIBRARY (v) Creating concern for environmental quality and conservation, fostering understanding of man‟s relationship and interaction with the ecosphere (vi) Developing personal, community and national sanitation, and conservation ethics that will emphasize caring for nature. (vii) Creating a sense for responsibility that will motivate the ordinary citizen to seek and acquire more knowledge about the environment and its problem, and propagate such knowledge to other in the community. 2.7 The environment and environmental problems The physical environment consists of land, water and air. It is from land, water, air and their resources that human needs are provided. These needs are ever changing and ever on the increase. The clearer the understanding of the environment is, the more effectively it can be managed and put at the service of human beings Ogundipe, (2006) Mannion, (2000) and Mc Commick John (2003), both report that human communities brought about environmental changes for a short time in the history of human evolution. They traced human actions since 10,000 years BC when a major change occurred. Permanent agriculture replaced hunting, gathering as the major food procurement strategy. This began in the near east and resulted in social and environmental changes that subsequently transformed the earth‟s surface. The distribution of people between rural and urban areas has implications on the type of pressure put on the environment. Human activities has brought about a plethora of environmental problems ranging from desertification, pollution, waste management, deforestation, erosion menace, land degradation, and flooding. 32 UNIVERSITY OF IBADAN LIBRARY In Nigeria, environmental pollution problems are numerous, resulting in long- term environmental degradation and increase in incidence of water borne diseases. Environmental pollution encompasses all ways by which man pollutes his environment. It could be the releasing of gases and smoke which pollutes the air, disposing of waste into water bodies, damaging of soil through application of fertiliser or pesticides, over grazing of farm lands or dumping of refuse. Problems associated with environmental pollution includes among others, the harmful effects of pesticides, insecticides and fertilisers in their application to agriculture. The use of chemicals in the control of diseases and pests in agriculture is not directly blamed on the usage of these chemicals but rather on overuse and misuse. Few people realise that DDT, for instance, has the characteristics of a well organised metallic poison such as mercury and can be concentrated as it moves in the food chain (Ogundipe, 2006). What shall we do to correct these ills? 2.8 The rationale for educating traders on environmental problems. The environment is our way of life as such, man must continue to seek how to preserve it while making use of its resources. It is therefore our duty as the highest of all animals to ensure the continuous and healthy existence of ourselves and others. It is also our obligation to preserve the vegetation, soil, the planet earth and all that is there in. Environmental education has become necessary because a careful reading of the signals indicates that pressures on earth‟s principal trend of environmental degradation consist of eroded agricultural land, depletion of soil nutrients and increasing frequency of devastating droughts. Man feels desertification is forcing him out of the limited available agricultural land. At first, he wondered why nature was so unkind to him, but later 33 UNIVERSITY OF IBADAN LIBRARY realised he is actually the architect of his environmental misfortune. Olofin (2005) further stressed that to compound man‟s worries, his efforts to produce more good and enhance his survival and that of his offspring yield wastes that endanger his life more than the natural factors. His methods of disposing waste pollute rivers, lakes and air spaces, especially in the rural areas. He has also discovered that very close relationship exists between surface degradation and atmospheric pollution, little wonder those in the advanced countries dump dangerous wastes in unsuspecting developing nations, forgetting planet earth is engaged in one great uncontrolled global experiment (Burton, 1989) which may soon explode in the face of everyone. Scholl, (2002) was of the view that other activities of man other than the generation of filth degrade the environment. A combination of these activities, atmospheric pollution and natural cyclic fluctuations would seem to be responsible for the wide variations that are now observable in the global climate conditions. In this part of the globe, droughts have become more frequent and more devastating especially in areas not cushioned by irrigation (Olofin, 1992). Researchers are of the view that a successful policy on environmental issues hinge on exigencies of politics, this entails an effective articulation of public opinion and support. Educating traders on environmental problems and issues would go a long way in bringing the much needed awareness as they form majority of out-of-school population. 2.9 Global Environmental Problems The physical environment consists of land, water and air. It is from land, water, air and their resources that human needs are provided for. These needs according to 34 UNIVERSITY OF IBADAN LIBRARY NEST (1991), are ever changing and ever increasing. The clearer the understanding of the environment the more effectively it can be managed and put at the service of human beings. The development of metal technology brought new agricultural systems in Europe which was a centre of agriculture and technological innovations. This resulted in the industrial revolution of the mid 1700‟s, which not only paved way for the development of modern society, but also brought with it new and potent agents of environmental change. The distribution of people between rural and urban areas has implications for the type of stress placed on the environment. Human activities are largely concentrated in urban areas and thereby create relatively high demands for natural resources (e.g. energy, fresh water and land), basic services and infrastructures (e.g. sanitation, waste disposal services, education and health care, roads, public transport and employment, (UNEP 1993). Consequently, industrialisation and urbanisation have been accelerated in most parts of the world with a complete disregard for the well being of the physical environment. Human activities have brought about a plethora of environmental problems ranging from desertification, pollution, waste management problems, deforestation, erosion menace, land degradation, flooding and associated environmental problems. UNEP (1993), described pollution as a deliberate or accidental contamination of the environment with wastes from human activities. These activities include the release of substances, which harm the quality of air, water and soil, which destroy biogeochemical cycles (linking people to animals and plants) and which damage the health of humans (taking decades or generation to produce terminal diseases). Growing population and increased economic growth usually aggravate pollution. 35 UNIVERSITY OF IBADAN LIBRARY Further, Lowe, et al. (1992) associates pollution of landscape with the accumulation of unwanted waste-materials and major environmental disturbances resulting from accelerated urbanisation and industrialisation. The study estimated the annual production of domestic rubbish in the United Kingdom as exceeding 300kg per 6 6 person and totals over 18 x 10 tonnes, plus another 20 x 10 tonnes from commercial and industrial sources. Land degradation is another environmental problem caused by human activity. According to Wellens and Millington (1992), land degradation signifies a loss or reduction in land productivity. It encompasses degradation of soil and/or vegetation cover and may be caused by various anthropogenic pressures including deforestation, overgrazing, unsustainable agricultural pollution-related problems, which have had adverse impact on environmental quality. Mannion, (1992) describes acidification as causing the decay of forests and lakes while eutrophication has adversely affected aquatic ecosystems and aquifers. The causes of the two processes are well established and these reflect the society‟s ability to disturb the biogeochemical cycles of elements such as sulphur, phosphorus and nitrogen. Like so many pollution problems, acidification and eutrophication are inadvertent repercussions of scientific advancement and both are the products of fuel-powered urban industrial system. On a global and regional scale, forests play a part in the modulation of climates and are the lungs of the planets, deforestation is believed to contribute as much as 25% of the increased carbon dioxide which is the principal cause of enhanced greenhouse effect. This occurs because heat-trapping gases are released by the burning of felled woodlands 36 UNIVERSITY OF IBADAN LIBRARY and because the absorption of carbon dioxide from the atmosphere via photosynthesis is reduced (Soussan and Millington, (1992). Transport which happens to be a means of moving people or goods from one place to another also has its environmental consequences. The major environmental consequences of transport are summarized as: - emission of greenhouse gases, particulate, fuel and fuel additives; - contamination of surface and ground water from surface run off and spillage of petrol, oil and transported substances; - modification of hydrological regimes during construction of roads, ports, canals and airports; - use and wastage of land and its associated ecosystems; - excavation and use of minerals (e.g. gravel) for road construction; and The United Nations Environment Programme in its environmental data report (1994) catalogued a range of environmental disasters, which are resulting from human activities. The report stated that: - On the average, approximately 25,000 deaths are caused by natural disasters globally per year, and economic damage is estimated to be more than US $300 million a year; - The less developed countries suffered 97% of the world‟s 825 major natural disasters between 1970 and 1985 and accounted for more than 97% of all natural disaster-related deaths; 37 UNIVERSITY OF IBADAN LIBRARY - Most energy-industry related accidents between 1969 and 1986 occurred as a result of coal mining, fires, oil and natural gas explosion, hydroelectric dam failure or core damage to nuclear power plants; - Between 1944 and 1987, there were 284 nuclear accidents world-wide, many of which were associated with mishandling of isotopes or inadvertent exposure to x- rays. The United Nations Conference on the Human Environment, otherwise known as the Stockholm conference, which took place in June 1972, was the first to discuss or consider the political, social and economic problems of the global environment at an intergovernmental level. Mc Cormick (1995) reports that the Stockholm Conference agreed largely on both the problems and the solutions to environmental issues. The conference was a part of a process, which brought the environment to the attention of governments, encouraged subsequent international agreements and conventions on key environmental issues. It eventually resulted in the creation of the United Nations Environment Programme. The blueprint for UNEP was the Stockholm action plan, which was to be implemented in three ways, namely, environmental assessment, environmental management and Environmental supporting measures. Mostafa (1984), while assessing the achievement of UNEP, reported that UNEP had succeeded in raising the level of environmental awareness in decision-making circles. UNEP has drawn the attention of government to their own national environmental problems. Through its principal handicaps remain in that UNEP is rarely in a position to backup its warnings and advice with either money or technical assistance. It is a 38 UNIVERSITY OF IBADAN LIBRARY coordinating programme; hence its success and failure will continue to depend on its abilities to encourage governments and other agencies to take action. 2.10 Environmental Problems Associated with Solid Waste One of the major environmental health problems facing Nigeria with a population of over 120m according to Sridhar, (1986), is solid waste. The problem arose from oil boom, which has changed the living conditions and attitudes of the people, together with rural-urban migration. As a result, a variety of solid wastes started appearing on the roads and residential areas. Such solid wastes according to the paper are domestic in nature, originating from food that are processed and consumed by the people. Sridhar, et al (1983) and Ologhobo (1994) reported that refuse dumps, besides being a nuisance and stinky, harbour disease vectors such as flies, mosquitoes, rats (fleas) and a grazing ground for zoonotic diseases. Ologhobo (1994) listed a number of communicable diseases associated with solid wastes, such as fly-borne, zoonoses and mosquito-borne diseases. The common fly- boorne diseases are typhoid, dysentery, diarrhea; those of rodent-borne zoonoses are histoplasmosis, virus infections and relapsing fever, and those of mosquito-borne diseases are malaria, yellow fever, filariasis and encephalitis. Sridhar, et al (1983), also reported that refuse dumps are sources of fire hazards. This is evident from a major fire outbreak in December 1978, which was attributed to the indiscriminate refuse disposal in a market area at Dugbe, Ibadan. This resulted in loss of money and lives. Another major environmental problem reported in the work is flood disaster. Two major floods (April 20, 1978 and August 31, 1980) were caused by the blockage of Ogunpa river in Ibadan 39 UNIVERSITY OF IBADAN LIBRARY by refuse. There were property losses and several deaths. Refuse is also known to cause traffic hold-ups in cities resulting into loss of man-hours on a daily basis. The study by the Federal Ministry of Housing and Environment on the state of environment in Nigeria, in 1982 stated that, solid waste contributes to land pollution around urban centre are household refuse, especially, food remnants, packing materials, such as paper, cartons, boxes and plastics, tyre residuals, cans and ash resulting from burning of organic industrial residuals. Residuals such as those from cannery operations such as pulp, pits and culls, partially concentrated organic sludge, such as those from textile mills and discarded unusable materials such as junked vehicles and paints of oil drums and similar items. Pollution could also result from unsightliness and bad odours, improper disposal techniques. This can become a serious health hazard by creating suitable environments from which diseases can be transmitted. Sridhar, (1986), reported a major environmental problem, which has to do with increasing deterioration of the natural waters, soils and air. The work stated that a variety of wastes originating from domestic and industrial sources find their way into these systems due to inadequate legislation‟s and basic infrastructures such as sewers and hygienic disposal facilities. The view was supported in an earlier study carried out by the Federal Ministry of Housing and Environment (1982). In the report, contamination of soil and groundwater supply by leaking and run-off during rains from accumulation of stored metals, organic matters and toxic sludge. An environmentally disastrous trend, which was observed by Sridhar, (1983) and Oyediran (1984), is the army of human scavengers, youths and adults who make their living on refuse dumps. These are made hazardous by the present method of co-disposal 40 UNIVERSITY OF IBADAN LIBRARY of domestic, commercial, industrial and hospital wastes. This makes the youths combing refuse dumps prone to exposure to toxic and dangerous chemicals and they could suffer from skin diseases, reproductive abnormalities etc, while female youths in particular may experience high abortion rates or give birth to deformed babies. Oyediran (1994) described as unsafe, the establishment off housing estates and markets on abandoned hazardous waste dump sites. The practice, he stated, opens people inhabiting such markets or houses to health hazards. He likened the situation to the experience of love canal, Nigeria fall, U.S.A which demonstrated that the hazardous effects of buried wastes may manifest 25 years later in physiological disorders, birth defects, cancer and even death. These environmental problems which are result of improper solid waste management will remain with us for a long time until specific steps are put in place to guarantee sustainable waste management which is largely a decision making function. 2.11 Attitude of people towards waste Management Waste management is the collection, transporting, processing, recycling or disposal and monitoring of waste material of materials produced by human activity, Wikipedia (2009). The term usually refers to the activities undertaken to reduce the effect of materials produced by human activity on health, the environment or aesthetics. It is also carried out to recover resources from it. Waste management can involve solid, liquid, gaseous or radioactive substances with different methods and fields of expertise for each Wikipedia (2009). Waste Management practices differ in developed and developing nations for urban industrial producers. Management of non-hazardous residential and institutional waste in metropolitan areas is usually the responsibility of 41 UNIVERSITY OF IBADAN LIBRARY local government authorities, while management of non-hazardous commercial and industrial waste is usually the responsibility of the generator (Shitu-Gbeko, 2008). 2.12 Solid Waste Management in selected African Countries The problems of Solid Waste Management have been widely reported in literature. Recent events in major urban centres in Africa, according to Onibokun and Kumuyi (1999) have shown that the problem of waste management has become a monster that has aborted most efforts made by city authorities, state, Federal governments and professionals alike. A visit to any African city today will reveal aspects of the waste management problem such as heaps of uncontrolled garbage, roadsides littered with refuse, streams blocked with junk, disposal sites constituting health hazard to residential areas and inappropriately disposed toxic wastes. Onibokun et al (2002) listed a number of problems facing African countries in different magnitudes as regards as solid waste management concerns as follows: - amorphous and ever-changing institutional arrangements; - conflicts in legal framework in terms of definitive constitutional and legislative task allocation in tiered (multi layered) governance structure; - inaccessible households due to haphazard physical planning and development; - mixtures of unsorted wastes generated from households, industry, commerce and health institutions, - Untapped prospects of creating wealth from waste A report by Onibokun (1988) shows that the problem of waste management in Africa is largely and very much related to lack of clear conceptual and strategic framework of organisational and institutional empowerment Onibokun (2002) reports 42 UNIVERSITY OF IBADAN LIBRARY that the French-speaking countries are relatively clean when compared to their Anglophone counterparts. The study went further to affirm that within the Anglophone countries, some cities have managed their wastes relatively efficiently while others manifest a failure of the waste management system. 43 UNIVERSITY OF IBADAN LIBRARY Table.1: Modalities for Governance of Waste in selected African Countries WASTE HANDLING & ABIDJAN IBADAN DAR-ES- JOHANNESBURG MANAGEMENT SALAAM Waste storage methods Not Standardised: Not Standardised: Many types; paper, Standardised in white areas: mostly drums, plastic Buckets, plastic pails, plastic pails and refuse bags (2 per refuse bin) bags (introduction of bags, drums & bags bamboo not standardised in black refuse bags in 1995, buckets baskets, etc areas but not popular) Transfer from homes to By contractor By residents also by By the residents Collected from refuse bins refuse dumps/and fill sites employed by city firms employed by and transferred to refuse councils; also small residents collection points by the city contractors employed council or private firms. by residents Refuse dump management Skips located in 50 skips located at Use of skips in a - 500,000 refuse collection different parts of the major road junctions few places; few and points mostly in the city. At some point (provided by the far between, giving white areas closed by the IWMA) rise to unauthorised - use of 240 litre wheeled contractors. ASH dumping grounds bins International moved - Managed by city council refuse directly from In the informal settlements, homes to landfills 5.5 cu.m bulk refuse container for every 200 shacks provided by city council Transfer of waste Crusher Trucks; fork Mechanically into Manual loading of Mechanical loading Bins lifts with loading bins refuse compactor vehicles mostly (A emptied to the back of vehicles (skip eaters) lot of litter and compactors by means of Litter and spillage spillage). Us of lifting mechanism. (little cleared manually. skip eaters in a few litter and spillage). places Frequency of Removal Supposed to be Supposed to be Very irregular only weekly but weekly but small proportion of sometimes two to sometimes once in 4 wastes cleared three weeks weeks Dispersal of Wastes one Landfill site one Landfill area; one Landfill site. In seven sanitary land fill sites (more or less a refuse three others being real sense, not a dump because no planned sanitary landfill but sanitary treatment or a dumping ground burying of bio- medical waste takes places Recycling Negligible: Neither Negligible Negligible Negligible organized nor recognized Overall Waste governance Mostly privatized Primarily state-run; Privatisation of a Mostly state-run; some setting Governance some privatization few areas since privatisation in black 1994; some state- townships; also community run based approach. Source: Onibokun, 1998 44 UNIVERSITY OF IBADAN LIBRARY The study also gave a comparative analysis of modalities for governance of wastes in four African cities. This is presented in Table 2.1. It is very clear from the Table as presented by Onibokun (1998) that the system varies from the highly privatised system in Abidjan to the highly public system in Johannesburg with Ibadan and Dar-es- Salaam systems lying between the two extremes. On the whole, according to the study, the participation of the private sector is still very low. The system of house-to-house collection of refuse is effective only in Johannesburg where, there are seven sanitary landfills, 1 in Ibadan (two additional are being planned for Ibadan) and one each in the other cities. It is also noted that with the exception of Johannesburg, in the case of Abidjan, Cote d‟Ivoire, Attahi (1999) states that a master plan for the retrieval and removal of the solid waste of Abidjan exists but has not been adopted. Nevertheless, this document and the study on the management of household refuse in the city of Abidjan have provided basic information for the preparation of a management strategy, according to Attahi (1999), it was not implemented because of political interference, incompetence and the contract operator‟s lack of resources. In Johannesburg, South Africa, community participation is encouraged in the management of solid waste Swilling and Hutt (1999). It was discovered that for any meaningful solid waste management practice, the citizens need to be aware of their daily responsibilities, which means not simply the abstract idea of citizen commitment to the system but knowledge of daily routines, collection time-tables, standard procedures and location, although this has been the practice in the white area, it is gradually being introduced to the black suburbs. Experience of solid waste management in Dar es Salaam, Tanzania, according to Kironde (1999) shows that the non governmental 45 UNIVERSITY OF IBADAN LIBRARY agencies and the community based organisations are involved in waste management. The above poses a lot of challenges to other African counties especially Nigeria where little is being done at the moment to address this problem arising from poor solid waste management practices. 2.13 Knowledge of people about Solid Waste Management in Nigeria The collection and disposal of refuse and other solid wastes in Nigeria has been a serious problem. This view was expressed by Sridhar, (1985). The paper quoting earlier studies by Awoyinka (1979) and Sridhar (1983) which focus attention on the gross composition of refuse and the socio-cultural and economic factors that contributed to ineffective implementation of hygienic disposal methods. Omoeyin (1997) report that available statistics for waste generation stands between 0.39kg/head/day and 0.53 kg/head/day for Nigerian. In their separate presentations, NEST (2005) and Oyediran (1994) listed problems of waste management as resting on haphazard urbanisation, population explosion, rapid urbanisation, policy inadequacies, weak institutional and legislative framework, weak enforcement of existing legislation, low capacity and capability as well as poor funding. These factors, according to them, have exacerbated the problems of waste management in Nigeria. The fragmentation of responsibilities between different institutions raises the questions of deficiencies in the organisational structures for solid waste management in Nigeria. This issue was raised in the Federal Ministry of Housing and Environment (1982) and by Okpala (1994),further reports that breakdown in organisational and management structures has hampered garbage disposal. She cited the case of Lagos and 46 UNIVERSITY OF IBADAN LIBRARY Imo states of Nigeria, where disagreements between the authorities responsible for waste disposal was the cause of breakdown in garbage management in Owerri and Lagos. The changing composition of wastes, according to the Federal Ministry of Housing and Environment (1982), Oyediran (1994), determines the type of management strategy that will be employed. The composition of wastes also depends on the source, consumption pattern, cultural practices and seasonal regimes of different localities. Municipal waste according to various studies consist of leaves, plastic containers, carcasses of dead animals, metal scraps, polythene bags, used tyres, etc. However, Onibokun and Kumuyi (1999) stated that waste recycling is a neglected aspect of waste management; yet, wastes are known to contain a high proportion of recyclable materials, such as paper, glass, rags, plastics and metals. The proportion of these materials varies from 35.6% in Mokola, to 41.3% in the GRA‟S, 46.4% in Bodija, according to the study, significant proportion of these materials should be salvaged at the household level, but because wastes are not sorted out at source, a large proportion is lost because they are so contaminated by the time they reach the dumps that scavengers have difficulty retrieving them. To promote recycling, therefore, it is necessary to - Promote the segregation of waste materials at source, that is, the household levels; - Streamline the operations of the scavengers, through proper training, upgrading of techniques and the requisite health-protection mechanisms. - Promote formalised recycling of waste materials by such modern devices as composting and generation of methane gas through anaerobic decomposition. This would require the cooperation of researchers, the private sector, and the various tiers of government. 47 UNIVERSITY OF IBADAN LIBRARY In the Agenda 21 of the earth summit, four typical areas were highlighted for waste management to be effective and sustainable. The four areas recommended are to be given integrated and comprehensive approach. The areas are: waste minimisation, maximizing environmentally sound waste, re-use and recycling. Others are, promoting environmentally sound waste disposal and treatment and extending waste service coverage to all the cities. In her work, Okpala, (1994) states that for a meaningful solid waste management, there should be in place a comprehensive, well-planned programme backed up with appropriate legislations, environmental awareness, consumer education and re- organisation of waste management authorities. There should be creation of awareness of waste types and consequences on health and environment resulting from environmentally unfriendly, which would lead to reduction of non-degradable wastes. Producers should have a sense of responsibility disposing the wastes generated from their production processes. These measures are most appropriate for any meaningful waste management in Nigerian cities. The involvement of the people, the non-governmental organisations and the community-based organisations (CBOs) will go a long way to provide an integrated approach to solid waste management in Nigeria. 2.14 Solid Waste Management and Sustainable Development In most African countries, worthwhile policies are formulated to guide development activities. It is however surprising, that, those policies are not sustained at the stage of implementation, which has made most development efforts to either fail or not properly sustained. 48 UNIVERSITY OF IBADAN LIBRARY The Brudtiand Commission Report of 1987 defines sustainable development as development that meets the needs of the present without compromising the ability of future generations to meet their needs. Udogwu, (1996), states that there has been a growing recognition that many of the actions taken in order to generate development in the immediate future failed to sustain the momentum of growth in the longer term. The same report quoting Pezzey (1989) suggests that most sustainable development definitions consist of two common elements. a) concern for a lasting improvement in the well being of people and b) concern for protecting and maintaining the capacity of the natural resource systems that provides the basis for such improvements. Oyediran (1994) draws attention to the full participation of Nigeria in the earth‟s summit in Rio de Janeiro, Brazil, 1992 and the eventual endorsement of sustainable development which also formed the cornerstone of the Nigerian policy on environment. The sustainable management of waste suggests waste minimisation, pollution, prevention or avoidance through sustainable management. The report listed ways by which waste minimisation or avoidance can be achieved, these are: source segregation and separation; raw material substitutions and process modification e.g. by use of raw materials with low potential environmental impact, more efficient manufacturing by the use of clean production technologies. In recent years, the term cleaner production has come to embody the principles of integrated preventative waste management strategies, UNEP (1995). Cleaner Production according to UNEP Industry and Environment (1994) has been clearly defined for production process and for individual products. For production process, efforts are 49 UNIVERSITY OF IBADAN LIBRARY geared towards conserving raw materials and energy, eliminating toxic raw materials, and reducing the quantity and toxicity of all wastes and pollution discharges. For individual products on the other hand, cleaner production strategy should involve reduction of impacts along the entire life cycle of a product, from raw material extraction to the ultimate disposal of the products. It has been observed in the literature that there are differences in the distribution and magnitude of waste management problems in different sections of Nigerian cities. The implication of this is that the strategies and action plans that would be needed or adopted in these areas should be different. Taiwo (1998) suggests a number of generalised options towards sustainable waste management in Nigerian cities. These include: institutionalisation of sustainable city programme; provision of technical support for the institutions responsible for waste management in the area of capacity building, training and evolvement of action plans and strategies, community participation should be explored in the area of waste management decisions and operations in different parts of the cities; there should be active intersectoral collaboration since issues relating to waste management across several disciplines, professional and sectoral interests, financing waste management should be appreciated from three analyses, one from the view of adequately funding the agency responsible for the city‟s waste management functions two, from the view point that consumers of waste management services be encouraged to pay for the services consumed; and the establishment and third maintenance of an information system that will facilitate the process of planning and management, monitoring and evaluation of waste management systems. 50 UNIVERSITY OF IBADAN LIBRARY In the words of Soussan, (1992) sustainable development is not supposed to be in a fixed state, but rather a process of change in which each nation achieves its full development potential, while at the same time building upon and enhancing the quality of the environmental resources on which development is based. Nigeria‟s National Policy on Environment, which was launched in 1989, provided detailed framework of the Federal Government‟s position on the state of the environment in the country. More succinctly, the document states “Nigeria is committed to a national policy that ensures sustainable development based on proper management of the environment in order to meet the needs of the present and future generations”. According to the document, in order to attain this height, it demands positive and realistic planning that balances human needs against the potential that the environment has for meeting them. Specifically, the following were identified as the major goals of the policy: - to secure for all Nigerians a good environment that promotes sound health and well-being; - to conserve and use the environment and natural resources for the benefit of present and future generations; - to restore, maintain and enhance the ecosystems and ecological processes essential for the functioning of the biosphere to preserve biological diversity and the principle of optimum sustainable yield in the use of natural resources and ecosystems; 51 UNIVERSITY OF IBADAN LIBRARY - to raise public awareness and promote understanding of essential linkages between the environment and development and its to encourage individual and community participation in environmental improvement efforts; and - to cooperate in good faith with other countries, international organisations/agencies to achieve optimal use of transboundary natural resources and effective prevention or abatement of transboundary environmental pollution. National Policy on the Environment,(1989) Perhaps one of the most significant objectives enunciated for the implementation of the policy is on sanitation and waste management. This strategy is based on the premise that environmentally sound management of wastes requires an understanding of the range treatment, disposal and re-use options available for sanitary and industrial effluents, raw domestic wastes and storm water. Further, the objective laid more emphasis on the environmental studies of industrial effluents as well as the variety of solid and liquid wastes generated in the various ecological zones of Nigeria in order to ensure a disease free procedure. 2.15 Goal and Objectives of Solid Waste Management The overall goal of solid waste management is to improve and safeguard public health and welfare through an efficient, sustainable and cost-effective waste disposal system in consonance with the requirement for guaranteed environmental quality. To achieve this ultimate goal, the objectives, as policy tools, must be comprehensive enough to cater for the multi-purpose requirements of a healthy environment. This, in essence, entails a crafty application of the systems approach. In this context, therefore, the main objectives of effective waste management shall be: 52 UNIVERSITY OF IBADAN LIBRARY (a) developing a healthy environment for human habitation and reducing the incidence of communicable and other infectious diseases associated with poor/lax waste management practices; (b) making waste management sustainable through the application of user charges and other resource recovery measures; (c) promoting private sector participation in waste management through partnership with recognized public agencies; (d) sensitizing the public about the need for taking personal responsibilities in community health and socio-economic welfare as they relate to waste generation, disposal and management; (e) promoting appreciation, by the public at large, of the socio-economic, health and aesthetic implications of waste management. 2.16 Participatory Action Research Participatory action research (AR) represents a growing field of educational research whose major identifying characteristic is the recognition of the pragmatic requirements of educational practitioners for organised reflective to inquiry into instruction (Gabel, 1995). Action research has also been described as an informal, qualitative, formative, subjective, interpretive, reflective and experiential model of inquiry in which all individuals involved in the study are knowledgeable and contributing participants (Falade,2009). The participatory action research framework is most appropriate for participants who recognise the existence of shortcomings in their activities and who would like to adopt some initial stance with regards to the problem, formulate a plan carry out an intervention, evaluate the outcomes and develop further 53 UNIVERSITY OF IBADAN LIBRARY strategies in an interactive fashion (Clark, 2006). He argue that action research is an interactive inquiry process that balances problem solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about personal and organisational change. Participatory research is a bottom-up approach where the researcher and the participants are involved in collaborative activities. Collaborative participation according to Oyetade (2003), requires intensive interaction between researchers and the clients/participants. Collaborative participation is characterised by the (i) researcher and the participants working together as equal partners (ii) researcher and the participants jointly identify a problem and proffering solution to the problem (iii) participants intensively participate in problem identification and evaluation of possible solutions. The essentials of action research design are considered by Ediott as reported by Oyetade, (2003), as per the following characteristics cycle: o Initially ,an exploratory stance is adopted where an understanding of a problem is developed and plans are made for some form of intervention strategy (The Reconnaissance and General plan). o Then the intervention is carried out (The Action in Action Research) o During and around the time of the intervention, pertinent observations are collected in various forms. (Monitoring the Implementation by observation) 54 UNIVERSITY OF IBADAN LIBRARY o The new interventional strategies are carried out, and the cyclic process repeated, continuing until a sufficient understanding of (or implement able solution for) the problem is achieved (Reflection and Devision). Another distinguishing characteristic of action research cited in Hopkins, 1985 by Ebbutt is the degree of empowerment given to all participants. Involvement is of a knowing nature, with no hidden controls or pre emption of direction by the researcher. All participants negotiate meaning from the data and contribute to the selection of inteventionary strategies. 2.17 The Concept of Knowledge Knowledge falls within the cognitive domain of learning; it is acquired through exposure and experience. It is learnt. Knowledge is all that is known or that can be known or being familiar as a result of learning. Bloom (1979) opines that the most common educational objective is the acquisition of knowledge, having been exposed to some learning experiences. According to him, knowledge is the main educational objective in the curriculum. By knowledge, according to Bloom (1979), learners can give evidence that they remember, either by recalling or recognising, some ideas or phenomena with which they has had experience in the learning process. Knowledge may range from simple to complex behaviours and from concrete to abstract. Bloom (1979) distinguished between “knowledge of universals and obstructions at the upper end of the knowledge category. Some knowledge may be learnt through meaningful reception processes. Knowledge is distinct from and more important than bits of information alone. 55 UNIVERSITY OF IBADAN LIBRARY Knowledge in any field of study can be placed in three main categories: knowledge of specifies, knowledge of ways and means of dealing with specifics and knowledge of universal and abstractions Klemn, (1994) classifies intellectual abilities into knowledge, comprehension, application, analysis, and evaluation. According to him, knowledge about something precedes comprehension of it, and comprehension, in turn, precedes application and other higher intellectual abilities. There are two schools of thought on the origin of knowledge; some scholars opine that man is born with knowledge. To them knowledge is in-born. The second school of thought stress that knowledge is acquired and not in-born. However for the purpose of this study, knowledge is regarded as being acquired. Knowledge therefore means the awareness of the existence of a phenomenon, object or situation. It is imparted by the knowledgeable to a less knowledgeable, by the more experienced to a less experienced person. It is important to realize that without having the knowledge of, or being able to obtain it when needed, the individual may have nothing to apply or evaluate. The cognitive taxonomy categories as knowledge, statements that are ascertained as true and correct as facts, a body of facts as information, it becomes knowledge, and when knowledge is applied to solving present or future problems, it is called intelligence. Bloom (1979) concludes that knowledge involves the recall of specifies and universals, the recall of methods and processes, or the recall of a pattern, structure or setting. 2.18 Studies on Attitudes Attitudes have been described in so many ways. For instance, Clark (2006) refers to attitude as how we think, feel about and act towards our fellow human beings and how they think, feel about and act towards us. Crow and Crow (1963) regard attitudes as the 56 UNIVERSITY OF IBADAN LIBRARY affective by-products of an individual‟s experience, having his/her bases in his/her inner urges, acquired habits and the environmental influences by which he/she is surrounded. Taiwo(1998) states that an enduring system includes a negative component, a feeling component and an action tendency, hence when an attitude is formed, it becomes resistant to change. Attitude involves beliefs as well as evaluations and gives some consistency to our thinking about social objects as well as our feelings towards them. Attitude has many attributes, it implies an established state of readiness and action tendencies. Attitude can be learned or acquired, It can exert a potent influence on an individual, serving as motives, incentives and drives in attaining a goal. Attitude grows and develops just as other mental and emotional behaviour patterns in terms of an individual‟s reaction to his/her environment. Attitude may be positive or negative towards certain objects (Onibikun,1998). Primarily, formation of attitude begins as a learning process and once the attitudes are formed, the influence of the principle of cognitive consistency becomes increasingly important. Thus, well established attitudes tend to be extremely resistant to change, but others may be more amenable to change. Formation of attitudes can be influenced by family, peer group, socio-economic status, heredity, bodily states and direct experience like shock of being attacked physically by an opponent. A recent synthesis of studies on the impact of several environmental education programmes that focused on learners‟ attitudes revealed both positive and negative influences. Miller (1980) uses multi-items indices of concern about pollution, and overpopulation on 17,000 students in approximately 130 high schools each year between 1976 and 1979. In his report, the environmental attitudes of the U.S. high school senior 57 UNIVERSITY OF IBADAN LIBRARY classes showed little change over the four year period, with low support for pollution control and environmental education. Several other attempts made to change attitudes of people to the environment through different conservation programmes/instructions have yielded positive impacts Mayer, (2004) investigated the effects of participation in environmental programme on environmental attitudes and knowledge. The study was designed to assess the impact of the caretaker instruction on participants and the influence on their parents. Using 16 participating experimental groups, the pre-test and post-test scores showed a significant positive effect on attitude towards the environment. Learners rated by their teachers as most interested in the activities showed greater increase in pro-environmental attitudes than those rated least interested. The studies on positive attitudinal disposition are strong indications of positive relationship between environmental knowledge and attitude. Since behaviour modification is a result of attitudinal and valuation change in a person, it is assumed from the theory of operant conditioning (Skinner, 1976), that change in attitude must first occur in an individual before, it results to change in behaviour. 2.19 Appraisal of Literature From the relevant literature reviewed it is observed that the participatory model adopted to carry out this study was not new in the field of research. Many researchers have used it as it allows the participants to think and try out the solution to multi facet problems. However, it has not been practicalised among the traders as emphasis was on the in-school setting. Hence, there is the need for the development of participatory 58 UNIVERSITY OF IBADAN LIBRARY programme for the training of out-schools environment especially traders‟ on how to improve their knowledge, attitude and practices toward solid waste management. The Governments of Nigeria at various levels have attempted to handle the issue of solid waste which has resulted in having different programmes including the establishment of different ministries and parastatals such as Environmental Protection Agency (EPA) Decree 58 of 1988 and Ministry of Environment. Environmental sanitation programme in Nigeria started in 1984 and it takes place every last Saturday of the month. The literature reviewed also shows that researchers always focus on in- school programme in dealing with solid waste management and only collect information from traders to analyse. Perhaps this will be one of the few attempts made by researchers to try solution together with the traders who are the major sources of generation of solid waste in society. Based on the above, it is essential that a participatory environmental education programme serve as an intervention to save the country from the epidemic of poor solid waste management in the society. Against this background, the present study was carried out to bridge the gap between the use of a participatory environmental education programme between in-school and out-school populations. 59 UNIVERSITY OF IBADAN LIBRARY CHAPTER THREE METHODOLOGY 3.0 Introduction This chapter presents the methods and procedure adopted in the study. It describes the research design, variables of the study, selection of participants, research instruments, procedure for instruments validation and the study as well as methods of data analysis. 3.1 Research Design A participatory action research paradigm was adopted to develop a participatory environmental education programme, developed through the active collaboration of the participants. The study also adopted a pre-test, post-test, control group quasi- experimental design to determine the participants‟ environmental knowledge, attitude and practice of solid waste management in Oyo State, Nigeria. The design is illustrated thus Focus Group - 01 X1 02 Control Group - 03 X2 04 Where: 01 03 = pre-test for both focus and control groups O2 O4 = post- test for both focus and control groups X1 (Treatment) – A participatory environmental education programme X2 (Treatment) – Placebo The research design shows one experimental group to one control group. The experimental groups were exposed to a participatory environmental education programme while the control groups were exposed to placebo treatment. A 2x2x2 factorial matrix was used and this is shown in Table 3.1.1 60 UNIVERSITY OF IBADAN LIBRARY Table 3.1. 2x2x2 factorial matrix used in the study Treatment Gender Market location Urban Rural Experimental Male Female Control Male Female 3.2. Variables in the study The following variables were used in the study: A. Independent Variable. This is the mode of instruction, manipulated at two levels; (i) Participatory approach (ii) Placebo method B Moderator Variables The moderator variables involved in this study were Market Location: - At two levels; (i) Urban and (ii) Rural Gender: at two levels, (i) Male (ii) Female C Dependent Variables There were three dependent variables (I) Participants‟ knowledge of solid waste management (ii) Participants‟ attitude towards solid waste management (iii) Participants‟ practice in solid waste management 61 UNIVERSITY OF IBADAN LIBRARY Figure 2: below shows the framework in which the variables were studied Independent Moderators Dependent Variables: Variables Variable Mode of instruction: i. Gender: Male i. Knowledge of solid i. Participatory and Female waste management E nvironmental ii. Market ii. Attitude to solid Education package Location: Urban waste management ii. Conventional and Rural iii. Practices towards method solid waste management NB: Arrows show the levels of variables under each category. The following steps were undertaken to plan the participatory environmental education package. i Experimental group discussion moderators who were mostly environmental health officers were selected and trained. The experimental group discussion moderators moderated group activities and led discussions towards making decisions in each group. A training format was used to train the experimental group discussion moderators. They were trained to achieve participatory means of making decision among the group members and engage in collaborative efforts to solve problems. 3.3 Selection of Participants Twenty markets were randomly and stratified selected in Oyo State for this study, ten were for experimental group and ten were for control group. Five markets in each group were from urban area and rural areas respectively. The criteria for the selection for urban markets were: i The population of the market 62 UNIVERSITY OF IBADAN LIBRARY ii The social amenities available such as toilet, dump sites and shops. In each market, 50 traders were selected through simple random and stratified sampling. One thousand traders participated in the study; about 900 traders were regular throughout the study. 3.4 Experimental Group Discussion (EGD) The experimental group discussion (EGD) formed the strategy used to determine the objectives and contents of the environmental education package. The EGD took place in each selected market. The participants were divided into groups for effective participation. All experimental groups in each market had their discussion session simultaneously. The procedures for the discussion were introduction, overview of topic, group rules, opening questions and answer. Introduction: The EGD sessions started with self-introduction of the moderator and the participants. Overview of the topic: The EGD was described. The moderators read out the issues to be discussed and the questions to be answered. They stressed that the participants should feel free to express their views as no answer will be rejected or tagged wrong. Group rules: The experimental group moderator told the participants the need to be well behaved as the proceedings will be recorded. They were advised to be punctual as attendance was to be taken to know the actual number of those that participated fully in the study. The selected concepts were presented to each group. The concepts were discussed and the problems associated with the discussion were identified. A total of ten sessions were held over a period of 10weeks with one issues discussed on a particular day of the week by all the focus groups. Immediately after each discussion, the recording 63 UNIVERSITY OF IBADAN LIBRARY was transcribed to give the researcher a trend of discussion and to enable him know those areas in which more information or views were required from participants. The main instrument used for collecting the qualitative data was the EGD guide. 3.5 Research Instruments The following instruments were use: 1. Environmental Knowledge Test (EKT) 2 Environmental Attitudes Scale (EAS) 3. Environmental Practices scale (EPS) 3.5.1 Environmental Knowledge Test (EKT) This is a15 – item multiple choice tests. The test was adapted from Mansaray and Ajiboye (1997). The instrument was developed to measure the acquisition of knowledge. It was adapted to suit the acquisition of knowledge on solid waste management by market men and women. It was divided into two parts. These consisted of the personal data of the participants. It was used to ascertain market men and women‟s acquisition of knowledge on the solid waste management. EKT was designed to measure the following: (a) Acquisition of knowledge and experience in environmental concepts, in order to assist the subjects individually and collectively in solving issues and problems associated with the environment – its use and conservation – now and in future. (b) The extent of traders‟ involvement in applying the knowledge gained in environmental education (EE) in solving immediate and future problems that might arise from time to time in the course of man‟s bid for protection, satisfaction, survival and improvement of his environment. 64 UNIVERSITY OF IBADAN LIBRARY (c) To determine traders‟ ability to express, in practical forms, their understanding of certain environmental concepts as far as such concepts are related to their needs in particular and the needs of the society in general. (Mansaray and Ajiboye, 1997). 3.5.2 Validation of EKT EKT was validated through experts‟ review of the items. The draft was given to lecturers in Social Sciences/Environmental Education Department. Their comments, criticisms and suggestions were used to re-work some items, expunged some and added some. The final draft was then administered to 30 traders who were not part of the target group. This was used to compute the reliability of the instrument using Kuder- Richardson formula 21 (KR – 21). This was also used to determine the average item difficulty level of the test. The reliability co-efficient obtained was 0.8562 which indicates that the instrument was reliable 3.5.3 Environmental Attitude Scale (EAS) It is a-15 item scale adapted from Mansaray and Ajiboye (2000). The researcher modified the scale from 10 to 15 items to enable the instrument to adequately measure the attitudes of traders to solid waste management. The scale was made up of two sections, section A was on personal data of the participants which covers name, sex and location of the market, while section B contains 15 questions. This scale was designed and modified to measure the following: (i) Development of a sense of responsibility in solving problems on solid waste management (ii) Improvement of market men and women awareness on waste management in the markets 65 UNIVERSITY OF IBADAN LIBRARY (iii) Inculcation of the right values and skills in traders in solid waste management in the markets. 3.5.4 Validation of EAS EAS was validated through experts‟ review of the items. The suggestions, criticisms and comments of my colleagues and experts in related disciplines who were given the instrument were taken into consideration in expunging or adding some items. The final draft was then administered to 30 traders who were not part of the targeted group. This was used to compute the reliability of the instrument using Cronbach‟s alpha method to determine the item consistency and reliability. The reliability co-efficient obtained was 0.7364 and this shows that the instrument was reliable. 3.5.5 Environmental Practice Scale (EPS) The instrument is a property of George Street Research Limited, Edinburgh (2006). It was modified to suit the measurement practices of traders to solid waste management in the market. The instrument was divided into two parts. Part A: This is made up of the data of the participants such as name of participants and market, the location of the market, and so on. Part B: This section has 15 items with statements that assess the participants‟ practices toward solid waste management in the market. 3.5.6 Validation of EPS The instrument was given to colleagues, that is, PhD students in related disciplines as well as lecturers in Social Sciences/Environmental Education. Their comments, criticisms and suggestions were used to re-work some items, expunged and added some. The final drafts were then administered to thirty traders who were not part 66 UNIVERSITY OF IBADAN LIBRARY of the targeted group. This was used to compute the reliability of the instrument using Cronbach Alpha method to determine the items‟ consistency and reliability. The result of the reliability co-efficient obtained was 0.74 and this shows that the instrument is reliable. 3.5.7 Research Procedure The researcher obtained authority letter from the Head of Department (HOD), Teacher Education and got the permission of Oyo State Environmental Protection Agency to use markets in the State for the research. The traders‟ association in the State was also contacted and the association‟s Public Relations Officer was the researcher‟s gate keeper. This step was taken to facilitate the cooperation needed from the traders that participated in the research activities. The researcher also visited authorities of the selected markets in company of the gate keeper, the Public Relations Officers of the traders‟ association where participatory activities were carried out. Leaders of the markets were briefed on the reason for the research. Twenty research assistants were employed in the course of this research. They were chosen from among the environmental health officers who were based in the markets and were trained on what was expected of them. Ten each were for experimental and control groups. After the assurance and cooperation of the leaders of the selected markets had been secured, the twenty research assistants were given requisite training on the use of focused group discussion model and outdoor environmental education module. The training of the research assistants was done in the first week. 67 UNIVERSITY OF IBADAN LIBRARY The objectives of the research were explained to the research assistants. They held brief discussion with the participants in the different markets where pertinent issues expected to come up were discussed and agreement were entered into on how to facilitate smooth research activities. For the preparatory exercise, the researcher and the research assistants visited some areas to be visited in order to familiarise with the places. All the participants for the study were pre-tested using the following instruments in the following order, environmental knowledge test (EKT) environmental attitudes scale (EAS) and environmental practices scale (EPS). The step by step by step presentation of activities in the groups is presented as follows. 3.6 Outline of the field activities This study covered twelve weeks. The breakdown of the activities is shown in the Table below: Table 3.2 Outline of the field activities S/ N Week Research Activities Topic st 1. 1 Week Selection and training of research Research assistants were trained at assistants. Bodija office of the environmental health officers. nd 2. 2 Week Pre-test for participants. Pre-test was conducted at the selected markets. rd 3. 3 Week Lecture Waste Disposal/Management Method th 4. 4 Week Visitation Visitation to Dumpsites at Apete, Koso, Isale Oyo and Adunin. th 5. 5 Week Lecture. Effect of pollution. th 6. 6 Week Video show Waste generation, evacuation and disposal. th 7. 7 Visitation Visitation were made toInorganic Fertiliser factory at Bodija, steel pot production at Iseyin. Plastic factory in Ibadan, Idowu paper conversionary 68 UNIVERSITY OF IBADAN LIBRARY company, Ogbomoso. th 8. 8 Visitation Visitation to illegal dump sites at Iyana Ajibode, Isale Ora, sabo, Oyo, Iseyin road Oyo. th 9. 9 Participating activities Sorting of waste into different basket. th 10. 10 Lecture Flood and its effect th 11. 11 Participatory activities General cleaning/method of disposing the waste th 12. 12 Post tests for experiment and control Post tests for experimental and control group groups. 3.6.2 Control Group The control groups were not given any treatment. 3.6.3 Training Sessions In the third week, the research assistants at each of the selected markets trained the participants on waste disposal methods. As contained in the package, the participants were trained on method of waste disposal and the advantages and disadvantages of these selected methods. In the fifth week, there was lecture on pollution and its effect while there were participatory activities on practical ways of waste disposal and how to control pollution. 3.6.4 Video Show In the sixth week there was video show. There were four edited film shown to the participants. The films were as collected from the Ministry of Environment and Water Resources and films taken from production sites of some recycling factory. The films were on the following: (i) Evacuation of solid waste at illegal dump sites in the state (ii) The collection of waste by tipper and skip heater by the officers from the ministry. 69 UNIVERSITY OF IBADAN LIBRARY (iii) Sanction of markets that contravened environmental laws. This is to sensitise the participants with sanction that can be imposed if their markets were not clean (d) The turning of waste to inorganic fertiliser at Bodija. 3.6.5 Lectures As stated before, series of lectures were organised as suggested by the participants. Some selected specialists gave the lectures through the research assistants The lectures were adjudged to be interesting, questions were asked and reactions were highly impressive. Throughout the programme of activities, pictures were taken, tape recorded and video coverage made. These were done to document the activities that took place and information collected which are useful to the researcher. 3.7 Method of Data Analysis Data collected were analysed using ANCOVA (Analysis of Covariance). The MCA aspect of ANCOVA was used to determine the magnitude of the performance of each group. Also, graphs were used to interpret relevant interaction effects which were significant. 70 UNIVERSITY OF IBADAN LIBRARY CHAPTER FOUR RESULTS 4.0 Introduction This chapter presents the results of this Study. The results and the analyses of the data obtained in the study are presented below according to the order in which the data were collected and in accordance with the order in which the hypotheses were tested. 4.1 Effect of treatment on participants’ knowledge, attitude and practices in solid waste management. 4.1.1 HO1a There is no significant main effect of treatment on participants‟ knowledge in solid waste management 71 UNIVERSITY OF IBADAN LIBRARY Table 4.1: Summary of ANCOVA of Post-Test Knowledge Score by Treatment, Location and Gender Hierarchical Method Source of Variance Sum of Mean Squares df Square F Sig. Covariates PRESCORE 86.049 1 86.049 11.055 .001 Main Effects (Combined) 292.554 3 97.518 12.528 .000 TREATMENT 175.575 1 175.575 22.556 .000 LOCATION 116.936 1 116.936 15.023 .000 GENDER 4.293E-02 1 4.293E-02 .006 .941 2-Way Interactions (Combined) 383.320 3 127.773 16.415 .000 TREATMENT LOCATION .375.561 1 375.561 48.248 .000 TREATMENT GENDER 1.847 1 1.847 .237 .626 LOCATION GENDER 14.847 1 14.820 1.904 .168 3-Way Interactions TREATMENT LOCATION 47.083 1 47.083 6.049 .014 GENDER Model 809.007 8 101.126 12.992 .000 Residual 3744.104 481 7.784 Total 4553.110 489 9.311 Significant at p<.05 Table 4.1, shows that there is a significant effect of treatment on participants knowledge of waste management (F (1,481) = 22.556; P<.05). This means that those exposed to the experimental and control groups differed significantly from one another in their knowledge. Hypothesis 1a is, therefore, rejected 72 UNIVERSITY OF IBADAN LIBRARY Table4.2: MCA of Post-Test Knowledge Score by Treatment, Location and Gender Grand Mean = 7.33 Variable + Predicted Mean Category Adjusted Adjusted for for Factors Factors and and Covariates N Unadjusted Covariates Unadjusted Eta Beta TREATMENT 246 7.91 7.83 .57 .49 participatory 244 6.76 6.83 -.57 .188 -.50 .164 Control LOCATION urban 247 7.96 7.83 .62 .49 rural 243 6.70 6.83 -.63 .205 -.50 .164 GENDER male 217 7.26 7.32 -7.2021E-02 -1.05E-02 female 273 7.39 7.34 5.725E-02 .021 8.370E-03 .003 R = .288 R squared = .083 From Table 4.2, participants exposed to the participatory environmental education instruction obtained higher adjusted post-test knowledge score (x =7.83) than the control group (x =6.83). HO1b: There is no significant main effect of treatment on participants‟ Environmental attitude toward solid waste management. 73 UNIVERSITY OF IBADAN LIBRARY Table4.3: Summary of ANCOVA of Post-Test Attitude Score by Treatment, Location and Gender Hierarchical Method Source of Variance Sum of Mean Squares df Square F Sig. Covariates 2222.765 1 2222.765 25.600 .000 PREATTITUDE 10807.173 3 3602.391 41.490 .000 Main Effects (Combined) 6527.154 1 6527.154 75.175 .000 TREATMENT 4154.164 1 4154.164 47.845 .000 LOCATION 125.855 1 125.855 1.450 .229 GENDER 2997.112 3 999.037 11.506 .000 2-Way Interactions (Combined) TREATMENT 2795.383 1 2795.383 32.195 .000 LOCATION TREATMENT 1.613 1 1.613 .019 .892 GENDER LOCATION 311.936 1 311.936 3.593 .059 GENDER 3-Way Interactions TREATMENT 2.425 1 2.425 .028 .867 LOCATION GENDER 16029.476 8 2003.684 23.077 .000 Model 41763.220 481 86.826 Residual 57792.696 489 118.185 Total Significant at p<.05 From table 4.3, there is significant effect of treatment on participants attitude towards solid waste management (F (1,481) = 75.175, P<.05). Therefore, hypothesis 1b is rejected. This implies that the experimental group differs significantly from the control group in their attitude towards solid waste management. 74 UNIVERSITY OF IBADAN LIBRARY Table 4.4: MCA of Post-Test Attitude Score by Treatment, Location and Gender. Grand Mean = 38.28 Predicted Mean Variable + Adjusted Adjusted Category for for Factors Factors and and N Unadjusted Covariates unadjusted Eta Covariates Beta TREATMENT 246 42.42 42.88 4.14 4.59 participatory 244 34.10 33.64 -4.18 .383 -4.64 .425 control LOCATION urban 247 36.17 35.29 -2.11 -2.98 rural 243 40.42 41.32 2.14 .195 3.0 .277 GENDER male 217 37.40 37.71 -88 -.57 female 273 38.98 38.73 .69 .072 .45 .047 R = .475 R Squared = .225 Table 4.4 shows that the participating groups had higher attitude score (F = 42.42) than their control group counterparts (x =34.10) HO1c: There is no significant main effect of treatment on participants‟ practices, in solid waste management. 75 UNIVERSITY OF IBADAN LIBRARY Table 4.5: Summary of ANCOVA of Post-Test Practices Score by Treatment, Location and Gender. Hierarchical Method Source of Variance Sum of Mean Squares df Square F Sig. Covariates PRESCORE 2946.579 1 2946.579 32.895 .000 Main Effects (Combined) 9605.427 3 9605.427 35.744 .000 TREATMENT 4369.286 1 4369.286 48.778 .000 LOCATION 5205.730 1 5205.730 58.116 .000 GENDER 30.410 1 30.410 .339 .560 2-Way Interactions (Combined) 1286.689 3 1286.689 4.788 .003 TREATMENT LOCATION 1241.388 1 1241.388 13.859 .000 TREATMENT GENDER 21.245 1 21.245 .237 .626 LOCATION GENDER 2.982 1 2.982 .033 .855 3-Way Interactions TREATMENT LOCATION 14.697 1 14.697 .164 .686 GENDER Model 13853.392 8 1731.674 19.332 .000 Residual 43085.557 48114.6 89.575 Total 56938.949 97 116.440 Significant at p<.05 From Table 4.5, it is observed that the effect of treatment on participants practices towards solid waste management is significant (F (1,481) = 48.778; P<.05). Hence, hypothesis 1c is rejected. 76 UNIVERSITY OF IBADAN LIBRARY Table 4.6: MCA of Post-Test Practices Score by Treatment, Location and Gender. Variable + Predicted Mean Category Adjusted Adjusted for for Factors Factors and and Covariates N Unadjusted Covariates Unadjusted Eta Beta TREATMENT 246 40.69 40.98 3.70 3.99 participatory 244 33.26 32.97 -3.73 .345 -4.02 .371 Control LOCATION urban 247 34.49 33.69 -2.50 -3.30 rural 243 39.54 40.34 2.55 .234 3.35 .309 GENDER male 217 36.89 37.27 -9.1178E-02 .28 female 273 37.06 36.77 7.248E-02 .008 -.22 .023 R = .470 R squared = .220 Table 4.6 shows that the participants in the experimental group had higher practices in solid waste management (x =40-98) than the control group (x =32.97). 4.1.2 Effect of location of markets on participants’ knowledge in solid waste management. HO2a: There is no significant main effect of location of markets on participants‟ knowledge in solid waste management. Table 4.1 Shows that there is Significant effect of market location on participants knowledge in solid waste management (F (1,481) = 15,023; P<.05). HO2a is therefore rejected. Furthermore, the table 4.2 shows that participants from the urban markets obtained higher knowledge score (x = 7.83) than those in the control group (x = 6.83). HO2b: There is no significant main effect of location of markets on participants‟ attitude toward solid waste management. 77 UNIVERSITY OF IBADAN LIBRARY It is observed from Table 4.3 that market location has significant effect on participants attitude in solid waste management (F (1,481) = 47.845; P<.05).On the basis of this, hypothesis 2b is rejected. From Table 4.4, participants from the rural markets obtained higher environmental attitude score (x = 41.32) than their control group counterparts (x = 35.29) HO2c: There is no significant main effect of location of markets on participants‟ practices in solid waste management. Table 4.5 shows that the effect of market location on attitude of the participants towards solid waste management is significant (F (1,481) = 58.116; P<.05). Hence, hypothesis 2c is rejected. To this end, Table 4.6 shows that the rural market men and women obtained higher practices Score (x = 40.34) than their counterparts in urban markets (x = 33.69). 4.1.3 Effect of gender on participants’ knowledge, attitude and practices in solid waste management. HO3a: There is no significant main effect of gender on participants‟ knowledge in solid waste management (F (1,481) = .006; P>.05). Hence, hypothesis 3a is not rejected. From Table 4.2, females obtained higher knowledge score (x = 7.34) than their male counterparts (x = 7.32). HO3b: There is no significant main effect of gender on participants‟ attitude towards solid waste management. From Table 4.3, gender has no significant effect on participants environmental attitude (F (1,481) = 75.175; P>.05). Hypothesis 3b is hereby not rejected. Table 4.4 further reveals that the higher score was obtained by the female participants (x = 37.71). HO3c: There is no significant main effect of gender on participants‟ environmental practices on solid waste management. 78 UNIVERSITY OF IBADAN LIBRARY Table 4.5 shows that there is no significant effect of gender on the environmental practices of participants (F (1,481) = 48.778; P>.05) on this premise, hypothesis 3c is not rejected. From Table 4 – 6, males were found to obtain higher environmental practices score (x = 37.27) than the females (x = 36.77). 4.1.4 Effect of treatment and location of markets on participants’ knowledge, attitude and practices in solid waste management. HO4a: There is no significant interaction effect of treatment and location of markets on participants‟ knowledge in solid waste management. Table 4.1 shows that the interaction effect of treatment and market location on participants knowledge is significant (F (1,481) = 48.248; P<.05). Hence, hypothesis 4a is rejected. This significant interaction effect is represented in figure 4.1 79 UNIVERSITY OF IBADAN LIBRARY Figure 4.1: Interaction Effect of Treatment and Market Location on knowledge. 10 9 8 7 6 Participatory 5 Control 4 3 2 1 0 Urban Rural Market Location From figure 4.1, the participants‟ instruction was more effective only for the urban market participants. In the rural markets, the control group obtained higher knowledge score than the participating group. This is disordinal interaction. HO4b: There is no significant interaction effect of treatment and location of markets on participants‟ attitude toward solid waste management. From the Table 4.3, the interaction effect of treatment and market location on participants‟ attitude toward solid waste management is significant (F (1,481) = 32.195 P>.05) Hypothesis 4b is therefore rejected. 80 UN Mean ScoreIVERSITY OF IBADAN LIBRARY Figure 4.2: Interaction Effect of Treatment and Market Location on Attitude. 50 45 40 35 30 Participatory 25 Control 20 15 10 5 0 Urban Rural Market Location From the figure, the participatory instruction was more effective both for the urban and rural market participants towards improving their environmental attitude. This is an ordinal interaction. HO4c: There is no significant interaction effect of treatment and location of markets on participants‟ practices in solid waste management. Table 4.5 Shows that there is a significant 2-way interaction of treatment and market location on environmental practices of the participants (F (1,481) = 13.859; P<.05). Hence, hypothesis 4c is rejected. Figure 4.3 explains the interaction. 81 U Mean ScoreNIVERSITY OF IBADAN LIBRARY Figure 4.3: Interaction Effect of Treatment and Market Location on Practices. 50 45 40 35 30 Partticipatory 25 Control 20 15 10 5 0 Urban Rural Market Location Figure 4.3 shows that the interaction is ordinal. The participating instruction was more effective for both urban and rural markets participants. 4.1.5 Effect of treatment and Gender on participants’ knowledge, attitude and practices in solid waste management. HO5a: There is no significant interaction effect of treatment and gender on participants‟ knowledge in solid waste management. Table 4.1 reveals that the interaction effect of treatment and gender on participants‟ knowledge on solid waste management was not significant (F (1,481) = .237; P>.05). Therefore, hypothesis 5a is not rejected. HO5b: There is no significant interaction effect of treatment and gender on participants‟ attitude toward solid waste management. 82 U Mean ScoreNIVERSITY OF IBADAN LIBRARY From Table 4.3, there is no significant effect of treatment and gender on participants‟ environmental attitude towards solid waste management (F (1,481) = .019; P>.05). Hence, hypothesis 5b is not rejected. HO5C: There is no significant effect of treatment and gender on participants‟ practices in solid waste management. Table 4.5 shows that the interaction effect of treatment and gender on practices of participants on solid waste management is not significant. (F (1,481) = .237; P>.05). Hypothesis 5c is, therefore, not rejected. 4.1.6 Effect of gender and location of markets on the knowledge attitude and practices of traders in solid waste management. HO6a: There is no significant interaction effect of gender and location of markets on participants‟ environmental knowledge. Table 4.1 shows that the interaction effect of market location and gender was not significant on environmental knowledge of participants on solid waste management (F (1,481) = 1.904; P>.05). Hypothesis 6a is, therefore, not rejected. HO6b: There is no significant interaction effect of gender and location of residence on participants‟ attitude towards solid waste management. From Table 4.4, it is obtained that market location and gender had no significant interaction effect on environmental attitude of participants‟ toward solid waste management (F (1,481) = 3.573; P>.05). Hypothesis 6b is, therefore, not rejected. HO6c: There is no significant interaction effect of gender and location on participants‟ practices in solid waste management. 83 UNIVERSITY OF IBADAN LIBRARY Table 4.5 reveals that the interaction effect of market location and gender is not significant on participants‟ practices in solid waste management, (F (1,481) = .0033; P>.05). Hence, hypothesis 6c is not rejected 4.1.7 Effect of treatment, gender and location of the markets on participants’ knowledge, attitude and practices in solid waste management. HO7a: There is no significant interaction effect on treatment, gender and location of the Markets on participants‟ knowledge in solid waste management. From Table 4.1, there is significant 3 – way interaction effect of treatment, market location and gender on participants knowledge in solid waste management (F (1,481) = 6.049; P<.05). Hypothesis 7a is therefore rejected. HO7b: There is no significant interaction effect of treatment, gender and location of the markets on participants‟ attitude toward solid waste management. Table 4.3 shows that there is no significant interaction effect of treatment, market location and gender on environmental attitudes of the participants (F (1,481) = 0.28; P>.05). Hypothesis 7b is, therefore, not rejected. HO7c: There is no significant interaction effect of treatment, gender and location of the markets on participants‟ practices in solid waste management. From Table 4.5, there is no significant interaction effect of treatment; market location and gender on participants‟ practices in solid waste management (F (1,481) = .164; P>.05). Therefore, hypothesis 7c is not rejected 84 UNIVERSITY OF IBADAN LIBRARY CHAPTER FIVE SUMMARY, DISCUSSION OF RESULTS, CONCLUSION AND RECOMMENDATIONS 5.1 Introduction The main issue addressed in this study was to design, implement and evaluate the impact of a participatory environmental education programme on traders‟ knowledge, attitudes and practices in waste management in Oyo State, Nigeria. The study also investigated the moderating influence of gender and market location on their knowledge, attitudes and practices towards waste management in the markets. 5.2 Summary The results of this study are presented as follows: (i) The participatory approaches had a significant effect on the participants‟ knowledge, attitude and practices on solid waste management MCA on table 4.2 shows that participant obtained higher adjusted posttest scores than the control group. (ii) There was a significant main effect of market location on participants‟ knowledge, and attitude while the rural market men and women obtained higher practices scores than their counterparts in urban markets. (iii) There was no significant effect of gender on the participants‟ knowledge, attitude and practices on waste management of the participants in both urban and rural areas though female participants had better practices toward solid waste management than their male counterpart. 85 UNIVERSITY OF IBADAN LIBRARY (iv) There was the interaction effect of treatment and market locations on the participants‟ knowledge, attitude and practices (v) There was no significant interaction effect of treatment and gender on the participants‟ knowledge, attitude and practices in solid waste management. (vi) There was no significant interaction effect of market location and gender on participants‟ knowledge, attitude and practices towards solid waste management. (vii) There was a significant 3 – way interaction effect of treatment, market location and gender on participants‟ knowledge and practices, while there was significant 3 – way interaction on the participants‟ attitudes towards solid waste management. 5.2.1 Discussion From the previous research studies, Participatory Environmental Education Programme has played a great role as part of active environmental education, especially in helping people in many environmental problems, in offering people new techniques and exciting challenges and in helping people to gain skills in taken care of their environment. This present study extended this work in another way. It investigated the effect of a participatory environmental Education programme on traders‟ knowledge, attitude and practices in solid waste management. It also examined the moderating effect of location of the markets and gender of the traders on their learning outcomes. The study offered the traders opportunity to participate actively in all the activities. 86 UNIVERSITY OF IBADAN LIBRARY 5.2.2 Participatory environmental Education Programme, Placebo method and Traders Environmental Knowledge, Attitude and Practices in Solid waste management The result of the analysis of the data collected from this study revealed that participatory method had positive effects on traders knowledge, attitude and practices in Solid Waste Management. The first finding was that there was significant main effect of treatment in traders knowledge in solid waste management. Traders exposed to a participatory environmental Education programme performed significantly better than those that undergone placebo treatment in post – knowledge test. The main effect of treatment on traders‟ attitude to solid waste management was also significant. These findings lend credence to the findings of Brookes (2004), Smith (2002), Stine (1997) and Knapp (1996) on the significance of the participatory method above the conventional method. These findings ought to be as a result of the fact that Participatory programme provide the Opportunities to learn on their own, having been exposed to various problems associated with waste management. They developed better physical skill, have more physical and mental energy, more self confidence and more importantly the learning is real and seen as being related to other lives. The Participatory Environmental Education Programme offered the traders opportunity for self esteem, concentration and persistence in given tasks (Martin, 2002) and this improved the learning process. Based on the report from the fields the method provides opportunity for the traders to learn how to manage solid waste, acquire knowledge about the solid waste management. 87 UNIVERSITY OF IBADAN LIBRARY The effect of treatment is expected to extend to the environmental practices of the traders. These traders were able to manage solid waste effectively. This claim is based on effectiveness of participatory Environmental Education Programme as a method for facilitating traders knowledge, attitude and practices in solid waste management many research findings have shown significant relationship between attitude and knowledge in one hand and between attitude and practice in other hands. Scroll (2002) opines that attitude can be learned or acquire. Attitude can exert a powerful influence on an individual, serving as motives, incentives and drives in attaining a goal. Attitude grows and develops just as other mental and emotional behavior patterns in term of an individual‟s reaction to his/her environment. 5.2.3 Attitude to Solid Waste Management When the programme started, there was initial uncertainty about some issues relating to solid wastes, environmental degradation, and so one. However as progress was made in the activities, this uncertainty seemed to have disappeared. The participants at post- activities changed some of their initial belief on the way to handle solid waste especially that it is not only the government that should take care of our waste. As the programme moved on, the participants came up with questions they could not openly ask or discuss before. An example was how to keep animals‟ dung and human excreta on which it was agreed that it could be used as fertilizer. This goes, therefore, to demonstrate the particular advantages of the participatory model used in the study. If this active participation is sustained, it could be assumed that more profound changes in practices could eventually be attained. 88 UNIVERSITY OF IBADAN LIBRARY 5.2.4 Traders’ Knowledge about Solid Waste Management The results from the study of a participatory Environmental Education package held certain impression about some environmental issues. The environmental issues in questions are some of the ones that affect every individual in one way or the other, such as pollution, flooding and solid waste. The understanding, however, is very fundamental to environmental related practices and unless formal understanding of such issues, it is unlikely that people will be in position to make informed choices. It should be noted that, as the participatory activities progressed, changes in the traders‟ knowledge, attitudes and practices occurred. This is in connection with the free participatory atmosphere in which the activities were conducted which also contributed to fostering a deeper understanding among the traders of all issues involved in the programme. They interacted well, asked questions and exchanged view freely with others. It should be noted that participants in the experimental group performed significantly better than the participants in the control group in their knowledge scores. Based on the result, the null hypothesis which stated that there is no significant main effect of treatment on participants‟ environmental knowledge was rejected. It can, therefore, be said that, the traders exposed to the participatory environmental programmes had positive impact on their knowledge of the messages on environmental issues. Also based on the result, it is established that traders at the urban markets performed better than those in the rural area in Oyo State. This can be due to the fact that 89 UNIVERSITY OF IBADAN LIBRARY those in the urban settings were enlightened and this could contribute to their knowledge, on environmental issues which include solid waste management. The result agrees with the findings of Mansaray (1999) who based his theoretical consideration on a participatory model in which the participants took an active part in developing and packaging such information and found that the study had a more profound impact on the knowledge of the participants. It also agrees with the findings of Olagunju (1998). The result also agrees with Mansaray and Ajiboye (2000) that made use of participatory model in informal civics education for secondary school pupils in rural and semi-urban areas of Nigeria. The participants also performed better than those in the control group. 5.2.5 Location of market and Traders’ Environmental knowledge, Attitude and practices in Solid Waste Management. The second hypothesis of the study stated that there is no significant main effect of location of markets on participants‟ environmental knowledge, attitude and practices. This study found that location of the market had significant effect on the participants‟ knowledge, attitude and practices on waste management. However those traders in rural areas have better attitude and practices are than those in the urban area. The finding therefore rejected HO2. 5.2.6 Effects of Gender and Environmental Knowledge, Attitude and Practices of Solid Waste Management. One of the intervening variables in this study was the effect of gender on solid waste management. Hypothesis 3 of the study aimed at determining the main effect of gender on the traders‟ knowledge, attitude and practices towards waste management. The 90 UNIVERSITY OF IBADAN LIBRARY result on the hypothesis as shown in tables 4.1 and practices scores of male and female traders. The data in table 4.2 indicated that female traders had the highest mean score on environmental knowledge, attitude and practices than their male counterparts. This finding lends credence to earlier findings on gender differences by Ogunleye (2002), Aremu and Anuoluwa, (2005): Okeke, (2001). Ogunleye (2002) revealed in his findings that female possessed more verbal commitment to the environmental issues and this was supported by this research. 5.2.7 Treatment and location of markets on traders’ knowledge of solid waste management The aim of this study was to investigate the effect of market location on traders‟ knowledge of solid waste management. The findings reveal that the participatory instructional package has effects on urban and rural areas. There was a significant main effect of the treatment on the traders. Their performance after the treatment was better than those in the control group. However, treatment does not have effect on the knowledge of the traders in the rural area as the control group obtained higher knowledge score-than the treatment group. This is disordinal interaction. 5.2.8 Treatment and location of markets on participants’ attitude to solid waste management. This study investigated the effect of market location on traders‟ attitude to waste management. The result shows that the interaction of treatment on location is significant. This result is in line with the findings of Ogunleye (2002) that location produced significant differences in learning outcome. The result, however, negates the findings of Akintunde and Olanipekun (2002) and Akintunde (2004) that location had no significant effect on learners. Though the difference between urban and rural traders was 91 UNIVERSITY OF IBADAN LIBRARY significant, the rural traders had better attitude to solid waste management than their counterparts in urban areas. This also negates Akintunde‟s (2004) findings which state that urban learners are better in attitude than rural learners when confronted with environmental test. Figure 4.2 shows ordinal interaction between treatment and location with respect to traders‟ attitude to solid waste management. Analysis revealed that urban and rural traders perform better after the treatment. This might be due to the fact that the participants were involved in the packaging of the participatory instruction and this corroborated the qualitative report that showed that the learners interest and participation in environmental activities often impact the extent to which they would benefit in terms of concept attainment. This is also in consonance with Wong (2005) who reported that the greater the level of learners‟ participation in the intervention activities, the higher the effect on their attitude. 5.2.9 Effect of treatment and location of markets on participants’ practices of solid waste management. The study was also concerned about the effect of market location on traders‟ practices of solid waste management. Table 4.5 shows that there was a significant 2-way interaction of treatment and market location on environmental practices of the participants. Figure 4.3 also reveals that the treatment was more effective for urban and rural participants as the participatory activities had significant improvement on their solid waste management practices. This corroborates Ogundipe‟s (2006) finding that participation in environmental training improved knowledge and practices of the participants. Mansaray (1999) stated that it always takes time for attitude to be formed, once formed, it leads to practices that will be difficult to change. 92 UNIVERSITY OF IBADAN LIBRARY 5.3 Implications of Findings The findings on the need for an empirical solution to the problems of solid waste management in Oyo State would seem to have profound implications for participatory environmental education programme for market men and women. This is because knowledge, attitude and practices of solid waste management were essential for having a clean environment that devoid of pollution-borne diseases in markets. The results of the programme have shown clearly that those traders in the experimental group gained a lot of experience after being exposed to participatory environment education programme when compared with the participants in the control group who were not exposed to the programme. The findings show that the programme had significant effect on the traders‟ knowledge, attitude and practice in solid waste management irrespective of where they came from. Therefore, the programme can work in any area, be it urban or rural. It is also pertinent to note that the gender of the traders was found to have no significant effect on the outcome. For instance, the programme had significant effect on men and women traders. The implication is that the programme can be done without gender discrimination. 5.4 Recommendations Based on the findings of the study, the following recommendations are made. Curriculum planners The result of this study could be useful to curriculum planners as the people in charge of markets can liaise with curriculum planners to include the participatory method in the curriculum, as many of the traders had elementary education and occasionally 93 UNIVERSITY OF IBADAN LIBRARY attend workshop organised by local government authorities. Participatory activities have been found to be very effective at improving effective solid waste management of traders because they are fully involved in the act of packaging of the instructional programme. The participatory environmental education programme should be targeted more at urban than rural markets as the environmental degradation is more intense in the urban than rural areas, this may be as a result of the population of the traders and buyers in the urban markets. While the rural traders sell in bulk to retailers, the retailers sell in units to several people this make sthe patronage in urban markets more than that of rural markets. In improving market sanitation the local, state and federal governments should take the issue of participatory environmental education programme serious. It should be popularized and ensure effective implementation in all the markets In addition, government should pay attention to each market at different locations in order to address their peculiar problems as the study reveals that every market in different location has their peculiar problems. 5.6 Limitations of the Study Some constraints were encountered which may limit the generalisability of the result. The study took place in ten out of about 1000 markets in the state, there is the need to replicate this research using more markets in the state and in other states of Nigeria. Another limitation encountered during the study was uncooperative attitude of some traders. As study progressed some of the traders left to attend to their sales and returned later. 94 UNIVERSITY OF IBADAN LIBRARY Another limitation is the number of moderator variables considered in the study, gender and location were considered among other moderator variables that could likely affect the results of the programme, however other variables such as the beliefs, practices, customs, age and background of the traders could have combined limitation to the study. Despite all the limitations stated above, the findings of this study would serve as a basic foundation for future studies in the field of participatory environmental education programme for traders in Oyo State in particular and Nigeria in general. 5.7: Suggestions for Further Studies The study could also be replicated in all other states of Nigeria so as to have enough evidence to verify the findings of the study in order to be able to generalise the result in all parts of the country. 5.8: Conclusion This study developed a participatory environmental education programme for traders in markets. It also sought to determine the effects of location of the market and gender on traders‟ environmental knowledge, attitude and practices. Major findings included that the participatory programme was more effective in improving the traders‟ knowledge, attitude and practices of solid waste management in their different markets. This research found that though women performed lightly better than men in their knowledge on environmental issues yet gender did not have significant effect on traders‟ knowledge, attitude and practices of solid waste management. Also, location did not have any strong impact on traders‟ knowledge, attitude and practices on solid waste management. In view of this, it is recommended that participatory environmental 95 UNIVERSITY OF IBADAN LIBRARY education programme combined with discussion be used as a way of improving knowledge, attitude and practices of traders in this respect. 96 UNIVERSITY OF IBADAN LIBRARY REFERENCES Adara, O.A 1996. Strategic in environmental education in Nigeria; social studies in Nigeria by the year 2000, Environmental Education Research 2 (21, 237-246) Adedipe, W.O. 1998. Environmental pollution, paper presented at the 7th Obafemi Awolowo foundation dialogue on Nigeria’s endangered environment: Agenda for a new millennium. Nigeria Institute of International Affairs, Lagos December 2-3 Adesanya, A. 2000. Partnership in the planning and management of cities. A case study of the sustainable Ibadan Project (SIP), NISER, Ibadan. Affikinson, R.K, Derry, S.J. and Renkl, A.2000. Learning from examples: Instructional principles from the worked examples research. Review of Educational Research 70: 181 -214. Agunwanmba, J.C. 1998. Solid waste management in Nigeria: Problems and Issues, Environmental Management. 22.6:849-856. Aina, F.O.A 1990. Environmental education in non-formal sector Proceedings of the 1st national conference on Environmental Education Lagos, National Conservation Foundation, NCF/WWF. Aina, F.O.A 1990. Environmental education in Nigeria prospects in the 1990s. A Key note Address. Environmental education workshop and seminar proceedings, NCF/WWF. 1.9:15 Ajitoni, S.O. 2005. Effects of full and quasi participatory learning strategies on senior secondary pupils environmental knowledge and attitude in Kwara State, Nigeria. Ph. D. Thesis. Faculty of Education University of Ibadan.XII + 279 pp. Ajitoni, S.O, 2009. The effect of environmental pollution on neighborhood security in Ibadan, Oyo State, Nigeria. Being paper delivered at the Social Studies Association of Nigeria National Conference, Epe Lagos, Nigeria. Akintola, B.A. 2004. Environmental information requirement: Utilisation and dissemination in solid waste management organizations in Oyo State, Nigeria. PhD thesis, University of Ibadan. Akintunde, S.A 2004. Effects of structured and unstructured group interaction patterns on learning outcomes of primary school students on some environmental education concepts. Ph.D Thesis, University of Ibadan, Ibadan. Ayodele, R.O. 1997. Effective Waste management in Ibadan markets. Towards a suitable waste management in Ibadan. An address delivered at workshop on sustainable Ibadan project. Ibadan Solid Waste Management Authority, Aug. 10-13 97 UNIVERSITY OF IBADAN LIBRARY Bamisaiye,R. 1990. Macmillan JSS moral education book three Nigeria‟ Macmillan Bankole, P.O 2004. Nigeria environmental profile national environmental outlook. United Nations environmental programme retrieved 30th November, 2009 from http/www.unep.net/profile/index.cfm?tab=100&countrycode=NG. Babajide, E.O. 1998. Waste management: Current practices unsolved problems. Paper presented at the training of trainers workshop on Planning and Management of Waste Systems and Environmental Care at Ibadan Solid Waste Management Authority Nov. 18-19 1998. Bloom B.S. 1979, Taxonomy of educational objectives handbook of cognitive domain New Tork: David Mckay Group Inc. Cassad 1996. Institutional, policy and legal framework for waste management in Nigeria. Report prepared for the National Planning Commission, Abuja, Nigeria. 198pp. centre for African Settlement Studies and Development, Ibadan, Nigeria. Clark,T. 2006. Scaffolding and achievement in problem based and Inquiry learning (http:www.coytech. usc edu/publication) Clark R, Nguyen, F, and Sweller, J, 2006. Efficiency in learning evidence-based guidelines to manage cognitive load, San Francisco: Pfeiffer. ISBNO- 7879-7728-4. Creswell, J.W. 1994. Research design; Qualitative and quantative approaches. Thousand oaks, CA; Sage. Emeh, J.U. 2001, Understanding foundation of Environmental Education, Calabar: University of Calabar-Press. Falade D.A. 2007. Development of a participatory civic education package for Secondry School Students In Ondo State, Nigeria. Ph.d thesis to the Faculty of Education. University of Ibadan, Nigeria. Fairhurst, 1993. Environmental education, a way of thinking: A glimpse – an invitation lecture MBA students as part of environmental management course, University of Pretoria. FEPA, 1990. Federal environmental protection agency act, 1990 Lagos: Government printer. FEPA, 2002. Causes of environmental problems in Nigeria. Abuja: FEPA publication. Forrester D. and Santzie, W. 2004. Learning theories http//www.tcimet.ned/summer/CHPTaces.htm 98 UNIVERSITY OF IBADAN LIBRARY Federal Ministry of Housing and Environment, 1982. The State of the environment in Nigeria, Lagos: Hilbert, T.S. & Renkl, A. 2004. Learning how to learn by concept napping: A worked – example effect. Presentation at the 12th Biennial Conference 2007 in Budapest. Holt, D.H., 2004. “Let get real-students solving authentic Corporate problems” phi Delta kappan 82. IBSWMA, 2009. Waste management in Ibadan: A Publication of Ibadan waste management authority, Ibadan. Kirschner, Sweller, Clark 2006. An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based, Teaching .www. dowers. Ca, March 1, 2010. Kironde, J.M. 1998. Governance and waste management in Tanzania: The Case of Dar- es-Salaam, in A.G. Onibokun (Ed). Governance and waste management in Africa: A Comparative perspective. International research development centre, Ottawa, Canada, pp. 102-170. Klemm, W.R.1994. Using a formal collaborative learning paradigm for veterinary medical education. Journal of veterinary medical, England. Kim,E, 2005. The effects of constructivist teaching approach on student academic achievement, self concept and learning Strategies, Asia pacific education review. Kumuyi, A.J. and a.G. Onibokun. 1997. Solid Waste management and recycling in Nigeria; Analysis of institutionalfFramework. CASSAD technical report No. 2. 49 pp.55 Lameed, G.A. 2006. Creating wealth from waste in the arid zone of Nigeria. Paper presented at world environment day 2006. International institute of agriculture (IITA) on 5th June, 2006. Laoye, O. 2006. Waste management: The private Sector approach. A paper presented by the General manager, Ibadan solid waste management authority ISWMA at world environment day workshop the 5th and 6th June, 2006. International institute of agriculture, Ibadan. Lohani, J.M. and Baldisimo, J.M. 1991. Scavenging and sorting trash in De Botero, Margarita M. (Ed). Man and waste; Popular recycling activities in the third world. Environmental development action in the third world (ENDA), Dakar; Senegal. Pp. 69-88, Mabogunje, A.L. 1985. Effects of two models of concepts presentation and cognitive style in the attainment of some social studies concepts by Secondary School pupils. Ph.d thesis. Department of teacher education, University of Ibadan. 99 UNIVERSITY OF IBADAN LIBRARY MacLaren International Ltd. 1970. Master plans for waste disposal and drainage, Ibadan. Vol. 5, Ministry of Works and Housing, Western Region, Ibadan, Nigeria. Mital, K.M. 1996. Biogas Systems: Principles and Applications. New Delhi, India, pp. 412. Mansaray, A. 1990. A community-based participatory population education programme for an African Inner-city: Focus on Ibadan. Published project 42pps Mansaray, A. and Ajiboye, J.O. 1997. Environmental education and Nigerian Students knowledge, attitude, and practices (KAP): Implications for curriculum development. The International journal of environmental education and information, 16.3:317-324. Mansaray, A and Ajiboye, J.O 2000. Developing a participatory model in informal civil education for secondary students in rural and peri-urban area in Nigeria. A technical report submitted to USAIDlOTI Nigeria. Mansaray, A. Ajiboye J.O. and Audu U.F 1998. Environmental knowledge and attitudes of some Nigerian secondary school teachers. Environmental education research, 4 (3), 329-339. Marker G.D. 1975. Philosophy and schooling: Boston, Allyn and Bacon Inc. Mayer, R. 2004. Should there be three-strike rules against pure discovery learning. The case for methods of instruction” 59, 14-19. National Policy 1994. Guideline on market abattoir sanitation by Oyo State Environmental Protection Agency. N.A.S. 1977. Methane generation from human, animal and agricultural wastes. National academy of sciences, Washington, D.C., U.S.A. NEST, 2005. Nigeria‟s threatened environment. A national profile. Ibadan Intec. printers Ltd. Noibi, A.S, 1990. Challenges of environmental education in Nigerian schools in environmental education workshops and Seminar proceedings 1990 – 1991 vol. I compiled by Lawal M.B. and Mohammed A.A. Lagos, Redfield Nigeria Limited. Obi, F.B.1990. Environmental education: meaning, objectives and principles in 1st national conference proceedings on environmental education, Canada. Odeyemi, O. and Adewumi, A.A. 1982. Relative biogas generation from five animal manure in Nigeria In enegex 82. F.A. Curtis (Ed). Vol. 1,285-287. Solar energy Society Canada. 100 UNIVERSITY OF IBADAN LIBRARY Odeyemi, O. and A.G. Onibokun. 1997. Solid waste management and recycling in Nigeria: Some current composting and biogas production practices. CASSAD technical report. No. 4. 37 pp. Ogbuozobe, J. E. 2000. Community Based Organization(CBOs) in the Provision of social services in the Ibadan metropplitan Area, NISER, Ibadan. Ogundipe, R, 2006. Introduction to environment issues, causes, effects, and solution, Ikofa commercial press Ltd Shomolu, Lagos. Ogunleye B.O 2003. Evaluation of the environmental aspect of the senior secondary school chemistry curriculum in Ibadan, Nigeria. Ph.D Thesis. Department of Teacher Education University of Ibadan. XVIII+230pp. Okediran, A. and A.G. Onibokun. 1997. Solid waste management and recycling in Nigeria: The legal framework. CASSAD technical report No. 5. 62 pp. Okebukola, P.A.O 1984. Effects of cooperative and individualistic laboratory interaction pattern on Students performance in Biology. Ph.D Thesis University of Ibadan. Okebukola, P.A.O. 2001. Advancing a pragmatic approach towards environmental protection in Nigeria. Research studies on environment. 1.7: 8-10 Okpala, J.1994. Problem of solid waste disposal in Nigeria, Sorting at source as the starting point for solution. NEST, 1997. Olagunju, M.A. 1998. The impact of two curriculum packages in environmental education in biology on learners’ performance, problem-solving abilities and environmental attitudes. Ph.D Thesis, University of Ibadan. Olatundun, 2009. Impact of Outdoor Educational Activities on pupils’ environmental knowledge and attitude in selected primary schools in Ibadan Nigeria. Ph.d thesis to the faculty of Education, University of Ibadan, Nigeria. Ologhodo, A. 1997. Strategies for effective waste disposal in Nigeria. Perspectives in environmental management. Ibadan: NEST, 1997. Olukayode, 2009. The challenge of Niger delta environmental crisis to national security in Nigeria: Oluwarore, L. 2006. Problem and challenges of providing effective waste management in Ibadan. The role of private refuse collectors. Paper presented at the north consultative forum which took place in the 14th and 15th, February 2006. Omosehin F.O, 2004. Effect of a training programme in cooperative learning on pre- service teacher classroom practice and pupils learning outcome in social studies. Ph.D Thesis, University of Ibadan. 101 UNIVERSITY OF IBADAN LIBRARY Onasode A.O 2003. Environmental issues and challenges of the Niger Delta CIBN press Limited Onibokun, A.G., Adedipe, N.O., and Sridhar M.K.C. 2000. Affordable technology and strategies for waste management in Africa: Lessons from experience CASSAD monograph series No. 13 Onibokun O.M. 1998. Sex difference conceptual development among children in the pre- School and primary classes: Ife Journalist of theory and research in education B (5), 609-618 Oyo State Board of Internal Revenue, 2009. List of registered traders in Oyo State. Oyetade, E.M 2003. Development of a participatory environmental education programme for College of Education students in Lagos State, Nigeria. Ph.d thesis to the faculty of Education, University of Ibadan. Oyo State of Nigeria Gazette 1997. Ibadan solid waste management offences (Fines and sanctions) Rules, 1997. By Oyo state government printing press. Oyediran, A.B. 1994. Waste generation and disposal in Nigeria. A keynote address titled perspectives in environmental management. NEST Ibadan. Parrot, E.1970. Environmental education key issues of the future. The role of educators in environmental protection. A paper presented on Environmental Education, key issues of the future. Edited by David Hughes, Evans Hampshire, England, Pergamon Press. Pass, F. 1992. Strategies for attaining transfer of problem, solving skill in Statistics: A cognitive-load approach. Journal of educational psychology 84:429-434. Petters, S.W 1993. Environmental education, Ibadan Macmillan Nigeria Publishers. Petters. S.W 1993. Nigeria Environmental Education and Management, Calabar: University of Calabar Press. Priest, and Gass, M.A. 1997. Effective leadership in adventure programme campaign, Illinois: Human kinetics. Petters, S.W., Ekpoh, I.J. & Bisong, F.E. 1995. Environmental education, Ibadan: Macmillan Nigeria Publishers 7 – 16 & 120 – 131. Rohlich, G.A. 1974. Trends in environmental education in the United State. A Paper presented at workshop on education and training for Philippine environment program, Manila, Philippines. National population control commission and National science development board 102 UNIVERSITY OF IBADAN LIBRARY Salami, M.Y.I. 2006. Environmental sanitation. Test of paper presented at the commemoration of the maiden national environmental sanitation on the 29th June, 2005 at Transcorp hilton hotel, Abuja. Sanchez, A 1996. Journal of agriculture, ecosystems and environment Vol. 58 No. 1. An international journal for science. Schroll, W.R. 2002. Attitude and attitude change, University of Rhode. Island, U.S.A. Scoullus and Malotidi, 2004. One influential approach to Environmental Education focuses on value education as a means of shaping environmentally responsible behaviour. S. Ball press, 2008. Seongwon, S. 2004. Environmental Impact of solid waste treatment methods in Korea. Journal of Environmental Engineering 130.1:81-89. Sharma, R.C. 1997. Developing a global environmental perspective in the school curriculum in India: An explanatory study. The International journal of environmental education and information. Shittu, M.O. 2008. National environmental sanitation policy. Being the paper delivered at a two day retraining workshop for junior environmental health officers. Plaza De Aruna, Oyo, September, 19- 20, 2008. Soussan, J.G. (1992). Forest woodlands and deforestation. In: A.M. Mannion, and S.R. Bowlby, Environmental issues in the 1990s New York: John Wiley & Sons, 1992. 79-96 Sridhar, MCK. 1986, Heavy metal contents of some solid waste in Ibadan, Nigeria. (U.S.A) 29. 51-56 Sridhar, M.K.C. & Ojediran (1983). The problem and prospects of refuse disposal in Ibadan City. Nigeria journal of environmental health 46: 28-31 Sridhar, M.K.C. (1986). Heavy metal contents of some solid waste in Ibadan, Nigeria. Water, air and soil Pollution (U.S.A.) 29: 51-56 Sridhar, M.K.C. 1989, Novel feeds from urban wastes: A strategy for reducing food crisis in Africa, la Proc. International symposiums on the role of biology in resolving the food crisis in Africa, (Ed) Amadou Tidlane Ba et Mbaye Ndoyg pp 537-543. 103 UNIVERSITY OF IBADAN LIBRARY Taiwo, S.1998. Implementation of waste management action plan by stakeholders. Paper presented at the training of trainers workshop on planning and management of waste system and environmental care. Ibadan Solid Waste Management Authority. Nov. 18-19, 1998. UNEP 1995, International congress on environmental education and training. Moscow! UNESCO UNEP, 17-21 August final report 130-131, 132, 133 104 UNIVERSITY OF IBADAN LIBRARY APPENDIX 1 Focus Group Model Lesson 1 WASTE DISPOSAL AND MANAGEMENT METHODS Proper disposal of refuse is required if we must protect our environment and ourselves from the harmful effect of waste in our environment. The main solutions or techniques to waste problems include: - Source reduction- that is, we should reduce the amount of waste we produce in our environment. This is the primary solution to world‟s increasing garbage. - Re-use method- we must begin to re-use every used item, for example boxes, bags, shoes, belts, etc, that can still be put into some “new use. These may still have a life other than in the dump. - Recycling- This is the collection, separation and processing of waste materials to produce a marketable material. For example in shoe manufacturing, damaged rubber slippers and sandals, plastic buckets, etc are recycled back into another quality rubber shoes, plastic buckets and quality polythene bags. Also, in paper manufacturing and printing, surplus pulp fibred, used newspapers magazines and damaged paper rolls are recycled back into the pulping purpose. However, it must be noted that, not all waste materials can be recycled. Composting: This involves the act of depositing solid and liquid wastes in a land disposal site. The wastes are left uncovered and without regard for control of scavengers, air, land and water pollution problems and diseases. - Secured land fillings- this involves the use of a land site for the 105 UNIVERSITY OF IBADAN LIBRARY storage of dangerous solid and liquid waste, stored in containers and buried. This method has bad effect on neighboring inhabitants. - Incineration- incinerator is a house-like facility where solid, liquid and gaseous burning waste materials are burnt with oil; coal or gas serving as fuel. The ashes are removed at the base and dispose quickly. - High Technology Approach- this requires the collection trunks to transport mixture of various urban wastes to the plant site where the wastes are cut and separated to recover the different types of wastes like glass, iron, and so on separately. These items are then recycled to provide new items. Collection methods of solid wastes include the use of dust and waste bins, collection points or refuse depot, detachable motor vehicle refuse containers placed in a particular place. In cities like Ibadan, commercial refuse collectors help in solid wastes disposal off houses and street only to turn round and dump them in places where they still cause environmental problems. Exercises for the Participants (1) What is waste? (2) Name three types of wastes (3) What are harmful effects of waste in your environment? (4) List methods of waste disposal in your environment. 106 UNIVERSITY OF IBADAN LIBRARY APPENDIX II Lesson II OUTDOOR EDUCATIONAL, ACTIVITIES (OEA) PERFORMED BY THE PARTICIPANTS 1. Visitation to waste dumpsites at food section and abattoir of Bodija market oja oba at iseyin, Owode market in oyo, Odo Obato market in Ogbomoso to observe the environmental problems and ask questions from the Traders on the causes and problems of waste disposal in the market. 2. Make a possible suggestion on how to dispose wastes in the market. Provide wastebaskets for the market women. 3. The Participants also asked questions from the sanitary officers in the market on problems of waste and how to tackle it. 4. Provision of wastebasket to the market men and women in markets to serve as practical ways of managing the waste generated. 107 UNIVERSITY OF IBADAN LIBRARY APPENDIX III Lesson III POLLUTION: Air, Land and Water Pollution. Pollution makes air and land unsafe for our use. Polluted air is dangerous to breathe in while polluted land can affect the lives of plants, especially our crops. Air pollution: This is very common in our country and other parts world. When air is polluted, it often has a bad odor. Air can be polluted in many ways. Some motor vehicles whose engines have not been serviced give out a lot of smoke and pollute the air Diesel engines used as generators also pollute the air with their smoke. Infarct, almost all motor vehicles and engines give out a gas called carbon monoxide which pollutes the air. During harmattan, much dust pollutes the air. Many industries pollute the air with their engines and some waste product. Soak away and pit latrines that are left uncovered pollute the air. Other pollutants of the air include: insecticides to kill insects and mosquito coils, Faces and chicken droppings which are found in many places around some houses often pollute the air. When people breathe in polluted air, they may become ill. Land Pollution: It can be polluted by the dumping of refuse or by dirty oil poured out of engines. Such land does not always support good vegetation. The use of chemicals as fertilizer, pesticides to kill harmful insects and weeds also pollutes the soil and makes it bad, poor, or useless for planting. Water Pollution: Water can also be polluted. For example, some people throw refuse into the water. Others use the river, lake or stream as toilet. Some people also wash their clothes and bathe in stream or pond water. Similarly, engine oil from boats also get into 108 UNIVERSITY OF IBADAN LIBRARY the water. These various ways of polluting water make it unsafe for drinking or for other uses. 109 UNIVERSITY OF IBADAN LIBRARY APPENDIX III Lesson IV WHAT TO DO TO STOP POLLUTION  Government has made laws to stop dumping of refuse especially by industries. They have also set up inspectors who visit places and see that rubbish is not dumped just anywhere and everywhere. But this does not seem to solve the problem  We should pick up litter and put them in the dustbin and have this properly covered.  Waste products and unwanted materials should be thrown into the incinerator.  We should help to form a strong public opinion against pollution and use effective environmental education campaign on the danger of pollution in our environment. Exercises for the Participants 1) What is land Pollution? 2) In what ways can land be polluted? 3) What can we do to stop land pollution? 4) What is air pollution? 5) Suggest ways by which we can stop air pollution. 6) How do people pollute our water? 110 UNIVERSITY OF IBADAN LIBRARY APPENDIX 1V Lesson V Outdoor educational activities (OEA) to be performed by the participants. 1) Participants visited environmental pollution sites at Iyana Ajibode area Kudeti-Ogunpa channelization Isale Ora in Ogbomoso, sabo Oyo, Okeho road, Iseyin. 111 UNIVERSITY OF IBADAN LIBRARY APPENDIX V Lesson VI FLOOD/EFFECT OF FLOODING Floods like the Ogunpa river flood and the Ojerami flood disasters are caused by usually heavy rainfall and by poor drainage systems. Heavy down pour of rain causes rivers to overflow their banks and rush into surrounding areas where they destroy everything in their path. They also wash and carry away people and their belongings, including animals. Flood is an example of natural disaster. A disaster is a sudden and very unfortunate event that affects many people. Some disasters like fire burn down houses and kill people, or like an air crash in which many people are killed, are caused by man. Others like floods, drought and earthquakes are natural disaster. They are not caused by man. Such disasters are known as natural disasters. Natural disasters often cause great damage to property and lead to loss of many lives and property. Floods are not man-made. They cannot, therefore be controlled by man. We can, however, reduce the effect on our lives. We can avoid building houses and living near river banks. We can also stop dropping refuse into rivers which may block their flow and leads to floods. Exercises for the participants 1) What is flood? 2) What is the difference between flood and other disaster? 3) What can we do to prevent floods in our environment? 4) In what ways can we help victims of floo 112 UNIVERSITY OF IBADAN LIBRARY APPENDIX VII Table: Waste Generation and number of markets by Local Governments in Oyo State S/no Local Govt. Headquarters No of markets projected Waste generation (tons/day) 1. Afijio Jobele 07 30.24 2. Akinyele Moniya 28 60.022 3. Atiba Offa-Meta 07 4. Atisbo Tede 10 5. Egbeda Egbeda 12 55.46 6. Ibadan North Bodija 13 129.40 7. Ibadan North East Iwo Road 07 117.38 8. Ibadan North West Onireke 10 63.11 9. Ibadan South East Mapo 10 97.98 10. Ibadan South West Oluyole Estate 07 117.83 11. Ibarapa Central Igbo-ora 07 45.22 12 Ibarapa East Eruwa 14 13. Ibarapa North Ayete 19 24.52 14. Iddo Iddo 06 24.03 15. Irepo Kisi 09 56.97 16. Iseyin Iseyin 19 73.35 17. Itesiwaju Otu 04 24.01 18. Iwajowa Iwere-ile 22 30.04 19. Kajola Okeho 10 74.08 20. Lagelu Iyana-offa 10 29.55 21. Ogbomoso North Kinnira2 19 71.39 22. Ogbomoso South Arowomole2 10 60.40 23. Ogo-Oluwa Ajaawa 11 15.58 24. Oluyole Idi-ayunre 23 39.14 25. Ona-ara Akanran 19 52.62 113 UNIVERSITY OF IBADAN LIBRARY 26. Oorelope Igboho 11 35.49 27. Oorire Ikoyi-ile 11 40.17 28. Olorunsogo Igbeti 02 22.04 29. Oyo-East Kosobo3 08 118.26 30. Oyo-West Ojongbodu3 05 31. Saki –East Ago Amodu4 07 99.20 32. Saki-West Saki4 13 33. Surulere Iresaadu 05 Total 381 114 UNIVERSITY OF IBADAN LIBRARY APPENDIX V111 Environmental Knowledge Test (EKT) SECTION A 1. Name of Market - 2. Name of the Trader - 3. Gender: (Male ( ) Female ( ) - 4. Age SECTION B Below are some questions of the problems and issues concerning the conditions of our environment? Choose the Tick ( ) boldly in the box relating to your choice. Please tick only one answer for each question. (1.) What do you understand by environment? (a) Sweeping of our environment (b) Environment is our Surroundings (c) Building of houses on the environment (d) Removing of trees in our environment (2.) Soil Erosion is: (a) The wasting away and removal of soil nutrient (b) The same as deforestation (c) Burning of refuse (d) Cutting down the trees in our environment (3.) How do you believe that the environment should be taken care of? (a) By throwing paper around. 115 UNIVERSITY OF IBADAN LIBRARY (b) By sweeping the ground (c) Environment will take care of itself (d) People should care less the environment. (4.) Cutting down off trees and land clearing can cause the following excises. (a) Soil erosion (b) Deforestation (c) Flooding (d) Growth and development (5.) To control soil erosion, people should be encouraged to (a) Throw garbage on drains (b) Plant trees and flowers in their surroundings (c) Digging land in their surroundings (d) Don‟t throw garbage on drains. (6.) To protect our environment. (a) We should always keep it clean (b) Allow only government to take care (c) Allow the environment to take care of itself (d) Partially involve in sanitation exercise (7.) Which of the following emissions (discharge) could cause environmental pollution? (a) Sewage (b) Toxic waste (c) Both A & B (d) None of the above 116 UNIVERSITY OF IBADAN LIBRARY (8.) Which of the following pollutions is degradable? (a) Sewage (b) Pesticides (c) Radio – active waste (d) Organic chemical from Industries (9.) Which of the following solid waste disposal methods produces air pollution? (a) Composition (b) Sanitary land fills (c) Dumping in rivers 1 streams (d) Burning (Incineration) (10.) Which of these statements about water pollution is not correct? (a) The polluted Streams are more likely to occur where there are large numbers of people (b) Water purifies itself when allowed to run down on an open Stream (c) The organic waste from domestic sewage and Industrial wastes are oxygen demanding waltzes. (11.) Garbage thrown into bodies of water kills fish because the decaying garbage: (a) Gives of a bad smell (b) Removes the food eaten by fish (c) Uses up oxygen by fish in respiration (d) Add carbon chloride to water (12.) Water pollution resulting from impurities or contamination can cause disease such as 117 UNIVERSITY OF IBADAN LIBRARY (a) Typhoid (b) Malaria fever (c) Sneezing (d) All of the above. (13) Possible effects of air pollution on human body include (a) Headaches (b) Nausea and vomiting (c) Lung cancer (d) All of the above (14.) How do we conserve our natural environment? (a) Not using natural resources (b) Use natural resources only (c) Replace used natural resources (d) Non of the above (15) All these except one are ways of taken care of our solid waste (a) Throwing garbage in the stream (b) By sweeping our environment (c) Recycling of used items (d) Parking waste into dustbin. 118 UNIVERSITY OF IBADAN LIBRARY APPENDIX IX Environmental Attitudes Scale (EAS) SECTION A 1. Name of Market 2. Name of the Trader 3. Gender: (Male ( ) Female ( ) 4. Age Below are some statements about our environment. Please mark in the box that matches the extent of your agreement or disagreement with each statement. The letters stand for the following: SA - Strongly agree A - Agree D - Disagree SD - Strongly disagree S/NO Strongly agree Agree Disagree Strongly disagree 1. For healthy life humans should be concerned with the quality of air, water and food. 2. Solid waste disposal is the biggest environmental problems in Nigeria 3. Insecticides (mosquitoes spray), pesticides have no harmful effect on the environment 4. Burning of rubbish is a harmless way of disposing our garbage. 119 UNIVERSITY OF IBADAN LIBRARY 5. Whether we take care of our environment not, God will always look after it 6. We are all guilty of polluting our environment. 7. Government is not doing enough at the moment to sensitize people about our environmental problems 8. All food items should be packaged in plastic container 9. Our waste should be treated and used into making fertilizers. 10. Government should provide lorries and trucks to transport waste to dump site 11. Dumping of wastes in the quitter makes me feel bad 12. Floods should be channel into the Stream 13. Those who make environment dirty should be punished 14. It is nobody business where to dump refuse 15. Environmental problems cannot be solved; we just have to live with them. 120 UNIVERSITY OF IBADAN LIBRARY APPENDIX X Environment Practices Scale (EPS) SECTION A 1. Name of Market - 2. Name of the Trader - 3. Gender: (Male ( ) Female ( ) - 4. Age These are some statements‟ about practices of market men and women towards solid waste management in markets, in Oyo State, Nigeria. Please mark (X) in the box provided that matches the extent of your agreement or disagreement with each statement. The letters stands for the following:- VO - Very Often O - Often S - Seldom N - Never How often do you do the following? S/No. VO O S N 1. Throwing garbage in the drainage. 2. Throwing garbage in the bush. 3. Burning my refuse. 4. Dropping refuse in the dust bin for pick up or truck to pick. 121 UNIVERSITY OF IBADAN LIBRARY 5. Cleaning our market. 6. Cleaning our toilet. 7. Observing environmental sanitation exercise. 8. Participating in sanitation exercise in market. 9. Holding meetings on how to tackle environmental issues. 10. Contributing financially to the tidiness of the market. 11. Providing dust bin. 12. Keep our environment tidy 13. Leave waste on ground till you have chance 14. I agree with Environmental Sanitation Committee on environmental issues 15. I pollute Environment unconsciously/consciously 122 UNIVERSITY OF IBADAN LIBRARY APPENDIX XI Agbeyewo imo lori Ayika Ipin kinni (1) Oruko Oja (2) Oruko Onisowo/Iya/Baba loja (3) Obinrin/Okunrin (4) Ojo Ori Ipin Keji Ni isale ni awon I beere lo kan-ojokan lori isoro to nkoju ayika wa? Mu eyi to ba wu o lati fi owo si ninu awon ti a ko jo sinus akamo yii 1. Kini o mo nipa agbegbe? (a) Pipale egbin mo ni agbegbe Agbegbe wa tumo si ayika wa (b) Kiko awon ilegbee si agbegbe wa Gige awon igi ni agbegbe wa 2. Agbara je: a. Sisan awon nnkan alumoni ile danu b. O je nnkankan naa pelu gige igi lai gbin agbin paro d. Ile sisun e. Gige awon igi lule ni agbegbe wa. 3. Ba wo ni o se ro pe ale se amojuto agbegbe wa? (a) Nipa jiju idoti sile kaakiri (b) Nipa ile gbigba 123 UNIVERSITY OF IBADAN LIBRARY (d) Nipa fifi agbegbe sile fun itoju ara re (e) Ki awon eniyan ma bikita fun agbegbe wa 4. Gige awon Igi pelu pipa ile:- (a) Agbara (b) Ai gbin agbin paaro igi (d) Omiyale (e) Idagba soke ati Imu gbooro 5. Lati dawo agbara duro, a gbodo gbiyanju : (a) Dida ile si oju agbara (b) Gbigbin Igi ati ododo si ayika (d) Gbigbe ile ni ayika wa (e) ma se dale si oju agbara 6. Lati daaboboo agbegbe wa: (a) A gbodo ri pe o wa ni mimo ni oorekore (b) Ki a fun Ijoba nikan laaye lati maa toju re (d) Ki a fi agbegbe sile fun itoju ara re (e) Fifi owo yepere mu eto kole kodoti. 7. E wo ninu awon nnkan dida si ayika wonyi lo le fa ayika didoti (a) Igbe (b) Awon idoti ti o le ko aisan ba ago ara (d) Mejeeji to keyii (e) Ko si ikan kan ninu mejeeji to wa loke yii. 124 UNIVERSITY OF IBADAN LIBRARY 8. E wo ni o buru ju ninu awon oorun wonyi (a) Igbe (b) Ogun pakopako (d) Kemika (e) Oogun ti awon ile-ise se pelu igbe eranko tabi oku eranko. 9. Ewo ninu awon ona ipale egbin mo wonyi lo le fa oorun ni agbegbe wa? (a) Kiko ile soju kan (b) Dida egbin si ile ti a gbe (d) Didale si oju odo (e) Sisun ile. 10. Ewo ninu awon oro wonyi ni ki se otito nipa dida nnkan oloro sinus omi? (a) O seese ki a maa ri awon odo ti o doti ni agbegbe ti awon eniyan po si (b) Omi maa n mo funrare re ni gba ti a ba fun laaye ki o san lo (d) Nkan oloro lati awon ile- ise nla- nla dara fun fin fin simu 11. A won nkan egbin ti ada soju omi maa n pa eja nitori pe won: (a) Mu oorun buruku jade (b) O maa n mu Ounje eja kuro (d) O maa n di eemi eja lawo (e) Gbogbo nkan ti owa loke yi 12 Idoti inu omi to mo lee sokunfa awon arun wonyi (a) Iba jedojedo (b) Iba (d) Sisin lera lera 125 UNIVERSITY OF IBADAN LIBRARY (e) Gbogbo ohun ti o wa loke yii 13. Awon nukan ti oorun buruku lefa si ago ara ni wonyii: (a) Ori fifo (b) Eebi (d) Jejere Ona-ofun (e) Gbogbo ohun to wa loke yii. 14. Ona wo la lee gba daabobo ayika wa? (a) Ki a ma lo awon ohun ti Olorun fun wa (b) Ohun ti Olorun fun wa nikan ni ki a maa lo (d) Fifi nnkan miran dipo eyi ti a ba lo (e) Ko si nnkan ninu awon ohun to wa loke. 15. Gbo ona ti ala sile yi ayafi okan ni ona ti angba mojuto idoti wa. (a) Dida idoti sinu odo (b) Gbigba ile ayika wa (d) Titun oun ti ati lo lo pada (e) Kiko idoti sinu igba ile 126 UNIVERSITY OF IBADAN LIBRARY APPENDIX XII Ayewo lori imo eto ayika Awon wonyi ni oro nipa ihuwa si awon babaloja ati iyaloja si ajo to mojuto oro ayika ni awon oja wa ni Ipinle Oyo, ni orile ede Naigiiria. Jowo fi aami(x) si inu apoti ti a pese to ba ero tire mu ti o fara mo tabi eyi ti o ko fara mo ninu awon oro wonyi; - Nigba Gbogbo - Nigba die - Nigba miran - Rara Nigba wo ni o maa nse awon nkan wonyi S/No Nigba gbogbo Nigba die Nigba Miiran Rara 1. Didale soju agbara 2. Didale sinus igbo 3. Sisun ile 4. Didale sinus Igba ile fun awon oluko lati gbe 5. Titun oja se 6. Titun ile iyagbe se 7. Kikopa ninu itoju ayika 8. Kikopa ninu titun 9. Sise ipade lori oro ayika 10. Didawo ni ona ati tun ayika oja se 11. Pipese Igba idale si 12. Pipa ayika mo tonitoni 127 UNIVERSITY OF IBADAN LIBRARY 13. Fifi idoti sile di igba ti oba raye lati ko 14. Lo ma nfara mo ase awon igbimo pipale egbin mo lori oro egbin Oja 15. Lo nse nkan ti o fa egbin si ayika oja laimo tabi mimo 128 UNIVERSITY OF IBADAN LIBRARY APPENDIX XIII Igbelewon iwa wa si eto imototo ayika Ni isale yii awon oro kan wa lori ayika wa. Jowa mu eyi ti o ba fara mo tabi eyi ti o lodi si ninu won. Awon leta wonyi duro fun: (a) Mo faramo pupo (b) Mo faramo (c) Mi o faramo (d) Mi o faramo rara S/No Mo faramo Mo faramo Mi o faramo Mi o faramo pupo rara 1. Fun igbe aye idera, omo eniyan gbodo ni agboye lori afefe, omi ati ounje ti a nilo 2. Ipale egbin mo je isoro gboogi to nkoju orile ede wa. 3. Ogun eefon ati oogun pakopako ko ni akoba kankan fun ayika wa 4. Sisun idoti je ona ati dale nu ti komu ipalara lowo 5. Bi amujuto ayika wa,bi a o mojuto, Olorun yoo ba wa moju to. 6. Gbogbo wa ni a jebi didoti ayika wa. 129 UNIVERSITY OF IBADAN LIBRARY 7. Akitiyan Ijoba lori Ipolongo lori imototo ayika wa ku die ko to. 8. Gbogbo ounje loye ki a ko sinu ike 9. Oye ki a ma fi idoti wa se ajile 10. Oye ki Ijoba pese Oko akole lati ma ko egbin wa danu 11. Dida idoti sinu gota ma nbami ninu je 12. Oye ki a ma se gbasoro omi sinu agbara 13. Oye ki ijiya wa fun awon ti o ndoti ayika 14. Kosi nkan ti okan enikeni lori ibiti a ndale si 15. Ko si bi ase le bori isoro ayika, a yafi ki a ma gbe pelu isoro yi. 130 UNIVERSITY OF IBADAN LIBRARY Appendix IX SOME SCENES FROM THE PROGRAMME ACTIVITIES One of the research assistants leading traders out on outdoor activities. Research assistant explaining the film watched by traders. 131 UNIVERSITY OF IBADAN LIBRARY Trained research assistant explaining a method of waste disposal to participants. One of the research assistants explaining some things to some participants 132 UNIVERSITY OF IBADAN LIBRARY Research assistants with participants during one of the outdoor activities. Participatory activity by traders. 133 UNIVERSITY OF IBADAN LIBRARY Participatory activity by the traders. A trader dumping waste at an official dump site while others watching. 134 UNIVERSITY OF IBADAN LIBRARY Research assistants distributing waste baskets to the participants. Some research assistants with the researcher. 135 UNIVERSITY OF IBADAN LIBRARY Some waste already sorted out for sale. A research assistant explaining recycling procedure to traders at a recycling site. 136 UNIVERSITY OF IBADAN LIBRARY Participatory activity by some traders. Participatory activity by traders while one of the research assistants watching. 137 UNIVERSITY OF IBADAN LIBRARY Traders listening to lecture giving by one of them. Participants at a session. 138 UNIVERSITY OF IBADAN LIBRARY A research assistant distributing questionnaires to participants. Group discussion by participants. 139 UNIVERSITY OF IBADAN LIBRARY Post-test exercise with traders. Participants watching film at one of the centres. 140 UNIVERSITY OF IBADAN LIBRARY Some of the research assistants in group photograph. 141 UNIVERSITY OF IBADAN LIBRARY