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ABSTRACT
This study investigated the perception of students and teachers towards the inclusion of Environmental Education in Nigeria secondary school curriculum. Thus, the specific objectives are to determine if there is any difference in the perception of male and female students, male and female teachers on the inclusion of Environmental Education in Nigeria secondary school curriculum.
The study employed the descriptive survey research design. The population of the study comprised all the 400 teachers and 12, 059 students in public secondary schools during the 2017/2018 academic session. The sample size of this study is 605 students and 77 teachers respectively. This was drawn by first using simple random sampling technique by replacement and then systematic sampling technique to randomly select the first number and every tenth number until the desired sample size from the total population was obtained. Researcher questionnaire was used for the collection of data from the respondents. The instrument was content validated by the project supervisor and two experts in the Department of Health, Safety and Environmental Education. To determine the reliability of the instrument, the split-half method was used. A Pearson Product coefficient of 0.86 was obtained and hence the instrument is reliable. The data obtained was analysed by using mean scores and standard deviations, t-test was used to test the difference between groups in the study. Significant of e ach test was presumed for p-value of 0.05.
The following findings were discovered that most of the teachers in the study strongly agree that environmental concerns need to be reinforced in secondary school education in Nigeria; the teachers agreed that environmental education should be made an independent environmental education means the study of the environmental issues; there was no significant difference in the perception of male and female teachers on the inclusion of environmental education in the Nigeria secondary school curriculum. Based on the findings, the researcher recommended that environmental education programmes in schools should be adequately funded, monitored and encouraged by both government and non-governmental organizations; environmental education experts should be consulted in creating environmental education curriculum for primary and tertiary schools.
