ABSTRACT
The purpose of this study was to determine the knowledge of the health effects of pollution on ecosystems among Ekosodin Secondary School students. To achieve this purpose, four (4) research questions were raised to guide the study and there was a review of literature related to the study.
The descriptive research design was used, and the population consisted of 600 students from Ekosodin Secondary School. A sample size of 200 respondents was selected for the study. The instrument used was a self-structured questionnaire with twenty-five (25) items, validated by the Project Supervisor and two other experts who are lecturers in the Department of Health, Safety, and Environmental Education at the University of Benin, Benin City. The reliability of the instrument was ensured using the test-retest method with Pearson's Product Moment Correlation. Data collected were analyzed and interpreted using simple frequencies and percentages.
Findings revealed that the respondents had a high level of knowledge about the health effects of pollution on ecosystems. It was also discovered that age and gender significantly influence the level of knowledge of the health effects of pollution. Additionally, it was found that public campaigns and environmental programs were the main sources of information shaping the respondents' understanding of the health effects of pollution on ecosystems.This study recommends the implementation of targeted environmental education programs to address gaps in students' knowledge, especially in areas where misconceptions exist. It also suggests developing age-specific curriculum materials that gradually build students' understanding of pollution’s health effects as they progress through their schooling. Promoting gender-sensitive teaching methods is recommended to engage both male and female students equally in environmental education, fostering a more comprehensive understanding among all students. Additionally, enhancing public environmental awareness campaigns by ensuring they are interactive and hands-on will help students connect abstract concepts to real-world experiences. Finally, it is important to conduct follow-up activities and discussions after environmental programs to reinforce the knowledge gained and encourage deeper understanding.
