An Assessment Of Teachers' and students' percepton Of The Integration of Environment Education Into The New Senior Secondary School Chemistry curriculum In Nigeria

  • F.O Oladopo
  • M. R. Gbadamosi
  • K.A Abudu
  • N.A Adenuga
Keywords: Environmental Education, Integration, Hypotheses and Environmental Education.


This study examined students’ and teachers’ perceptions of and the benefits derivable from the integration of environmental education (EE) into new Senior Secondary School Chemistry curriculum. The study adopted a cross-sectional survey design. 200 Senior Secondary Chemistry Students and 50 Chemistry teachers were randomly selected across ten (10) Senior Secondary Schools in Kosofe and Ikorodu Local Government areas of Lagos State. Four research questions and hypotheses were raised and formulated. Sampled teachers and students responded to a 25-items researcher-made questionnaire. The result collected was analyzed using simple percentage, Chi-Square and descriptive statistics at 0.05 level of significance. The result of the analysis shows that there is a significance relationship between the students’ benefit, teachers’ perception and improvement on the quality of the environment. It was established from the present study that environmental education (EE) increases environmental sanitation practice and reduces natural disasters in the society. Based on the findings, it was recommended that teachers, who are the implementers of formative curriculum, should be given the opportunities to undergo refresher courses, seminars and workshops that will expose them to new innovations in the curriculum and environmental Education (EE) should be explicitly introduced into the Nigerian Curriculum at all levels of our Education system and it was suggested that teachers should give more attention to the prescribed units of the text books.