The study examines principals', vice principals', and teachers' perception regarding the introduction of digital technology and environmental education in secondary schools as a measure to disaster prevention in Nigeria. The study employed a survey research design to seek the perception of principals, vice principals, and teachers in secondary schools in south-south Nigeria. A questionnaire checklist was developed as an instrument for data collection. 125 participants participated in the study (that is, 48 principals and vice principals; 77 teachers from public and private schools in south-south Nigeria). The instrument was reviewed by experts for content validity. Based on the experts' understanding of digital technology and environmental education, their views and opinions were sufficiently qualified to provide insight into the reliability of the instrument. The data were analyzed using percentage frequency, mean scores, and t-test statistics.
Table of Contents
Abstract
Introduction
Problem Statement
Objectives of the Study
Research Questions
Literature Review
Digital Technology
Environmental Education
Summary of Literature Review
Methodology
Research Design
Participants Selection
Findings
Hypotheses Statement
Analysis Setting
T-test Analysis of Digital Technology
T-test Analysis on Environmental Education
Summary of Findings
Summary of Research Question 1
Summary of Research Question 2
Discussion of Results
Discussion of Research Question 1
Discussion of Research Question 2
Recommendations
Study Limitations
Recommendations for Further Studies
Conclusion
Objectives & Research Topics
This study aims to investigate the perceptions of principals, vice principals, and teachers in south-south Nigeria regarding the introduction of digital technology and environmental education in secondary schools as a strategic approach to disaster prevention and management. It seeks to determine if these educational interventions can serve as an antidote to emerging environmental and societal risks.
- Integration of digital learning tools in secondary school curricula.
- The role of environmental education in creating disaster-resilient citizens.
- Evaluation of stakeholder perception across diverse demographic variables.
- Identification of strategies for disaster mitigation and sustainable management.
Excerpt from the Book
Introduction
In many countries around the world, disasters have become a major issue because of their social, economic, and environmental consequences. Such disaster includes natural and man-made. Natural disasters include drought, pandemics, flooding, earthquake, land sliding, and storm. Man-made disasters include oil spillage, terrorism, building collapse, wildfire, pipeline explosions, and road and air transportation accidents (Crunch, 2018). Nigeria is among the developing country where disaster risks are increasing rapidly (Katafono, 2018). According to World Disasters Report 2020, Nigeria was classified as a highly vulnerable country, meaning that Nigeria is highly vulnerable to disasters (Yustisia, 2020). In 2019, Nigeria was among the top ten most-hit countries by disasters triggered by natural hazards with Nigeria recording seven disasters which make it to be ranked as the second most-affected country in Africa (Yustisia, 2020). In 2018, Nigeria was ranked fourth and sixth among the countries that have the greatest number of disasters (Katafono (2018). Reports have revealed that natural disasters in Nigeria are caused by climate and weather-related hazards. In addition, natural disasters have killed 300 persons and affected almost four million people in Nigeria (Katafono, 2018).
The incidents of floods, erosions, droughts, fire, air crashes, road traffic accidents, and communal clashes amongst others have one time or the other occurred in Nigerian history (Yaduan, 2010). Many disaster models have been developed for different types of natural hazards and disasters such as hurricanes (Miljkovic, &Miljkovic 2014), earthquakes (Shuai et al. 2020), floods (Chen et al. 2022), tsunamis (Wang,&Jia 2022), wildfires (Jiang et al. 2021). The key reasons for the rise in disaster is as a result of different factors influencing human settlement, which include population growth, global climate change, inadequate government capacities at national and local levels, weak legislative frameworks, and the absence of effective disaster management institutions (Buba, 2021; Pal 2017).
Summary of Chapters
Introduction: Provides the context of disaster vulnerability in Nigeria and establishes the need for educational reform in secondary schools.
Literature Review: Examines current discourse on digital technology, digital learning, and the interdisciplinary nature of environmental education globally.
Methodology: Details the survey research design, participant selection, and the use of Likert-scale questionnaires for data collection.
Findings: Presents the statistical results, including t-test analyses comparing the perceptions of principals/vice principals and teachers across various demographic factors.
Discussion of Results: Interprets the significant findings regarding how stakeholders perceive the effectiveness of digital technology and environmental education in disaster mitigation.
Recommendations: Suggests policy implementations and engagement with stakeholders to integrate these subjects into the Nigerian school curriculum.
Conclusion: Summarizes the study's impact, confirming the potential of the proposed educational approaches as an antidote to disaster prevention.
Keywords
digital, technology, environmental, education, disaster, prevention, school, curriculum, Nigeria, sustainability, learning, policy, stakeholders, perception, management.
Frequently Asked Questions
What is the core focus of this research study?
The research examines the perception of educational stakeholders in south-south Nigeria regarding the introduction of digital technology and environmental education as tools for disaster prevention and management.
What are the primary themes addressed in the study?
The key themes include the vulnerability of Nigeria to natural and man-made disasters, the pedagogical benefits of digital literacy, and the potential impact of an infusion-based environmental curriculum.
What is the ultimate goal of the research?
The goal is to determine if implementing these two subject areas can provide adequate awareness and sensitization to curb the effects of disasters like floods, fires, and building collapses in Nigeria.
Which methodology does the author employ?
The study utilizes a quantitative survey research design, gathering data from 125 participants via a 4-point Likert scale, which is then analyzed using percentage frequencies and t-test statistics.
What topics are encompassed in the work's core chapters?
The core chapters cover a comprehensive literature review, detailed analysis of stakeholder survey responses, hypothesis testing based on demographic variables, and actionable recommendations for government and educational institutions.
Which keywords categorize this scientific work?
The work is categorized by terms such as digital technology, environmental education, disaster prevention, secondary school curriculum, and sustainable development.
Why are digital technologies proposed as a solution to disaster management?
The study highlights how digital literacy provides access to global knowledge, interactive simulations, and resources that can help students and teachers better understand, prepare for, and respond to environmental risks.
What specific disaster-related topics are recommended for the curriculum?
The study suggests teaching topics such as climate change impacts, greenhouse gas reduction, flooding prevention, oil spill management, and drought adaptation techniques.
- Arbeit zitieren
- Dr. Timothy Okpeku Oziegbe (Autor:in), 2023, Digital Technology and Environmental Education in Secondary Schools. A Measure of Disaster Prevention in Nigeria?, München, GRIN Verlag, https://www.grin.com/document/1356443
