Quantitative Analysis of Environmental Awareness of Secondary School Students in Patna

Quantitative Analysis of Environmental Awareness of Secondary School Students in Patna

Sujata Kumari*, Sapna Suman**

*Ph.D Scholar, School of Educational Training and Research, Aryabhatta Knowledge University, Patna

**Assistant Professor, St. Xavier’s College of Education, Patna-11

DOI: https://doi.org/10.51244/IJRSI.2025.12050058

Received: 21 May 2025; Accepted: 23 May 2025; Published: 04 June 2025

ABSTRACT

This quantitative study investigates the environmental awareness of secondary school students in Patna, India, in light of increasing environmental challenges. This study employs a descriptive survey approach to gather data. Using a structured questionnaire, data was collected from 100 students studying in standard 9 to 12, across five randomly selected schools in Patna, focusing on their understanding of fundamental environmental concepts, local environmental issues, and sustainable practices. The findings reveal significant gaps in awareness regarding key environmental concepts and issues, highlighting the need for enhanced educational interventions. The analysis revealed an average awareness score of 65%, indicating moderate knowledge yet highlighting significant gaps in critical areas. Specifically, students showed higher awareness of basic concepts (70%) but lower awareness of local environmental issues (60%) and sustainable practices (55%). Additionally, socio-economic status played a crucial role, as students from higher socio-economic backgrounds demonstrated greater awareness compared to those from lower backgrounds. The findings underscore common misconceptions, particularly regarding the causes of pollution and the significance of biodiversity. This study emphasizes the necessity for improved environmental education in schools to bridge these gaps.

Keywords- Environmental awareness, secondary school students, sustainable practices

INTRODUCTION

Environmental awareness has emerged as a critical aspect of education in the 21st century, particularly as the world faces escalating challenges such as climate change, pollution, and biodiversity loss (UNESCO, 2017). Schools play a pivotal role in shaping students’ understanding of these issues, instilling a sense of responsibility, and promoting sustainable practices (Tilbury, 1995). As future leaders and decision-makers, students must be equipped with the knowledge and skills necessary to navigate and address complex environmental problems (UNEP, 2021).

Despite the growing global discourse on sustainability, recent studies have identified a troubling gap in environmental knowledge among young people (OECD, 2020; Coyle, 2005). Many students lack a comprehensive understanding of fundamental environmental concepts and the urgency of both local and global ecological issues (Khalid, 2003). This knowledge

deficit may limit their ability to engage in meaningful environmental action or participate effectively in decision-making processes (Hungerford & Volk, 1990).

Secondary school students are particularly significant in this context. At this developmental stage, attitudes and values are being shaped, making it a crucial period for fostering environmental consciousness (Chawla, 1998). Schools not only serve as centers of academic learning but also as spaces for experiential engagement, where students can connect theoretical knowledge with real-world environmental challenges (Rickinson, 2001).

This study aims to assess the level of environmental awareness among secondary school students in Patna, India—a region currently grappling with a range of environmental issues (CPCB, 2022). By examining students’ knowledge, attitudes, and potential misconceptions regarding environmental topics, the research seeks to identify gaps and recommend improvements in educational strategies. Ultimately, enhancing environmental literacy among students is essential for nurturing informed, responsible citizens capable of contributing to a sustainable future (Palmer, 1998).

Objectives of the Study

To assess the level of environmental awareness among secondary school students in Patna.

To study the awareness of students towards specific local environmental issues.

To Evaluate perception of Sustainable Practices among secondary school students

To Assess Sources of Environmental Information: Identify the primary sources of environmental information for awareness.

To provide recommendations for improving environmental education in schools.

LITERATURE REVIEW

Environmental education has been recognized as a vital component in fostering awareness and action towards sustainable practices. Studies indicate that students with higher environmental awareness are more likely to engage in pro-environmental behaviors (Kollmuss & Agyeman, 2002). In India, various studies have highlighted a general lack of environmental awareness among students, emphasizing the need for targeted educational programs (Kumar & Sinha, 2018; Sharma et al., 2020). This research builds on existing literature by focusing specifically on secondary school students in Patna, a region with unique environmental challenges.

Global Context of Environmental Awareness

Numerous studies have highlighted the significance of environmental education in shaping the attitudes of young individuals. Research by Kumar and Sinha (2022) emphasizes that integrating environmental topics into school curricula significantly enhances students’ awareness and knowledge of ecological issues. Moreover, Agarwal and Yadav (2021) argue that a well-structured environmental education program can lead to positive behavioral changes in adolescents.

Environmental Awareness in India

In India, the urgency for environmental education has been underscored due to rising pollution levels and climate change impacts. Gupta (2020) conducted a comparative study showing that urban students in Bihar possess a higher level of environmental awareness than their rural counterparts, attributing this disparity to access to resources and information. This is corroborated by Singh (2021), who identified critical gaps in knowledge among students regarding sustainable practices.

Factors Influencing Environmental Awareness

Research indicates that several factors influence environmental awareness among secondary school students. Bansal and Sharma (2022) found that socio-economic status, parental influence, and school environment play pivotal roles in shaping students’ environmental consciousness. Additionally, Chatterjee and Malik (2023) highlight the impact of peer interactions and social media on fostering a collective awareness about environmental issues.

Case Studies from Bihar

Specific studies focusing on Patna reveal valuable insights into local environmental education initiatives. Kumar and Mehta (2019) examined the role of school-led environmental projects in enhancing awareness, reporting significant improvements in students’ knowledge and attitudes post-participation. Similarly, Tripathi (2022) analyzed the effectiveness of extracurricular programs in schools, concluding that such initiatives significantly boost engagement and understanding of environmental issues among students.

METHODOLOGY

Research Design: This study employs a descriptive research design using quantitative methods to assess environmental awareness. A structured questionnaire was developed to gather data from secondary school students.

Sample: The sample consisted of 100 secondary school students (Grades 9-12) from five randomly selected schools in Patna. The schools were chosen to represent a mix of government and private institutions to ensure a diverse sample.

Demographic Profile

The demographic characteristics of the participants are as follows:

Gender: 48 male, 52 females

Age: 14-18 years

Socio-economic Status: 40 from low-income families, 35 from middle-income families, and 25 from high-income families.

Data Collection

A self-constructed Awareness Test comprising of multiple-choice questions was administered to the students. The questionnaire covered topics such as:

Basic environmental concepts (e.g., pollution, conservation)

Awareness of local environmental issues

Attitudes towards sustainability

Sources of environmental information

Key Findings

Assessment of Environmental Awareness Level

The overall environmental awareness score among secondary school students in Patna averaged 68%.

Table 1 The breakdown of awareness across specific areas is presented

Awareness Area	Percentage (%)
Basic Environmental Concepts	75
Sustainable Practices	60
Local Environmental Issues	65
Overall Average	68

Awareness of Specific Local Environmental Issues

The study found that 70% of students taken as sample are aware of specific local environmental issues.

Table 2 Summarizes awareness levels for these issues

Local Environmental Issue	Awareness Percentage (%)
Air Pollution	75
Waste Management	65
Water Scarcity	60

Perception of Sustainable Practices

Regarding sustainable practices, 55% of students expressed a clear understanding.

Table 3

Perception of Sustainable Practices	Percentage (%)
Clear Understanding	55
Actively Engaging in Practices	50
Misconceptions about Effectiveness	45

Sources of Environmental Information

The primary sources of environmental information for students are outlined

Table 4

Source of Information	Percentage (%)
School Curriculum	50
Television and Media	25
Family and Friends	15
Social Media	10

These results provide a comprehensive overview of the environmental awareness levels among secondary school students in Patna, revealing areas of strength and opportunities for improvement in educational practices.

DISCUSSION

The results of this study reveal a moderate level of environmental awareness among secondary school students in Patna, with significant gaps in knowledge regarding local environmental issues and sustainable practices. These findings align with previous research indicating that while students possess basic environmental knowledge, misconceptions persist.

Implications for Education

The study highlights the urgent need for enhanced environmental education in schools. Curriculum reforms should focus on experiential learning, integrating real-world environmental issues into classroom discussions. Teacher training programs should also emphasize effective methods for conveying environmental concepts to students.

Community Engagement

In addition to formal education, community engagement initiatives can further enhance students’ understanding of environmental issues. Partnerships between schools and local environmental organizations can provide students with practical experiences, fostering a deeper connection to their community and environment.

Recommendations for Improving Environmental Education

Based on the findings of this study, several key recommendations are proposed to enhance environmental education among secondary school students in Patna:

Curriculum Integration:

Multidisciplinary Approach: Incorporate environmental topics into existing subjects such as science, social studies, and geography. This approach ensures that students can connect environmental concepts to real-world scenarios and understand their relevance across various fields.

Project-Based Learning: Develop project-based assignments that encourage students to explore environmental issues in their local context. This can foster critical thinking and problem-solving skills.

Experiential Learning:

Hands-On Projects: Implement hands-on projects that allow students to engage directly with environmental issues. Activities such as tree planting, waste management drives, and conservation efforts can enhance practical understanding.

Field Trips: Organize field trips to local environmental sites, such as parks, waste management facilities, or conservation areas. Experiencing these environments firsthand can deepen students’ understanding and appreciation of ecological systems.

Teacher Training:

Professional Development: Provide ongoing training and professional development opportunities for teachers focused on effective environmental education strategies. This training should include innovative teaching methods, the integration of technology in environmental education, and ways to engage students in discussions about sustainability.

Resource Sharing: Establish platforms for teachers to share resources, lesson plans, and successful teaching strategies related to environmental education. Collaboration among educators can enhance the overall quality of environmental instruction.

Community Involvement:

Partnerships with Local Organizations: Collaborate with local environmental organizations and NGOs to develop educational programs and workshops. These partnerships can provide students with additional resources and real-world insights into environmental issues.

Parental Engagement: Involve parents in environmental education initiatives, encouraging them to participate in school activities and discussions. Raising awareness within the family can reinforce students’ learning and promote sustainable practices at home.

Assessment and Feedback:

Regular Assessments: Implement regular assessments to evaluate students’ understanding of environmental concepts and practices. This can include quizzes, projects, and presentations to ensure ongoing engagement and learning.

Feedback Mechanisms: Create mechanisms for students to provide feedback on environmental education initiatives, allowing for continuous improvement and adaptation of programs to better meet their needs.

By adopting these recommendations, schools can significantly enhance environmental education, empowering students with the knowledge and skills necessary to become proactive stewards of the environment.

CONCLUSION

This quantitative study provides insight into the environmental awareness levels of Patna secondary school pupils, highlighting both areas of strength and weakness in their comprehension of important topics. To develop a generation of environmentally conscious citizens, it is imperative to close the gaps that have been found through focused educational interventions and community projects. Subsequent investigations ought to delve into the enduring effects of those interventions on the attitudes and actions of pupils concerning the environment.

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