Summary of the results

Thereafter, follows a critical discussion of key results of the study (section 7.2). Conclusion and suggestions for further research follow in section 7.3 and lastly, reliability and limitations to the study are presented in section 7.4.

7.1 Summary of the results

The main results will be discussed in regards of the research questions.

RQ1. What is science teachers’ perceptions of the role of science education towards environmental issues?

According to main results, science teachers have different perceptions about the role of science education towards environmental issues, thus mentioned various roles which sum up to provision of scientific skills and educate people for the environment.

Respondents maintained that, science education provides and develop scientific skills and knowledge, such as ability to make observation in the environment, generate data by conducting measurements with scientific apparatus and record data, analyze and report conclusions from investigations in a sound scientific manner. In addition, help improve academic performance among pupils by increasing interest for environment and science education, motivate pupils to take up scientific professions for informed decision making in favor of the environment. Moreover, science education informs pupil of the negative impacts of human activities on environment and need for conservation of natural resources.

Science education on another hand, educate pupils towards environment issues by creating awareness, sensitizing people especially in local areas through indigenous languages. The skills and knowledge should enable people to become responsible citizens and conserve natural resources. Gender reported 50% (1 out of 2) female influence towards the result. On other hand, teaching experience and level of education produced no differences among responses towards the aims of science education. Thus, the perceived aims of science education by science teachers remain the same except in the case of gender.

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RQ2. What is the perceptions of science teachers’ knowledge about environmental issues?

According to main results, science teachers’ perceived knowledge about environmental issues is satisfactory. Respondents mentioned pollution (63%), deforestation (38%), climate change (25%), while acid rain, soil erosion, depletion of ozone layer as well as drought recorded (13%). These are examples of environmental issues. In addition, (6 out of 8) 75% of science teachers perceive environmental issues are part of society and important learning area in science education. Moreover, teachers mentioned and justified environmental topics such as ecology, mining, weather, farming, gases, soil nutrients, plants and animals and all natural resources. They perceive such environmental knowledge help pupils to make decisions. Thus, enable them to make link between what is learnt (theory) and reality (practice). Many sources inform teachers knowledge about environmental issues, among them teacher education, collaboration with experts (75%) and media/technology (63%) are significant. Variables gender, teaching experience and level of education produced no differences in the result for the research question.

RQ3. What is science teachers’ perceptions of teaching and assessment strategies for environmental issues?

According to main results, science teachers perceive using different teaching strategies. Examples of common teaching strategies include group work, technology and discussion (50%). Inquiry and outdoor education (38%) while experimental, collaborative and demonstration (25%). Preferences for teaching strategies is based on nature of topics, availability of resources, class size including advantages and disadvantages. Science teachers applied discussion as common strategy for teaching topics such as water, energy and sanitation. Regarding activities for effective science strategies, respondents maintained that field trips, cleaning the school environment, establishment of vegetable gardens, ponds for fish studies help pupils deepen their knowledge. Gender produced differences regarding teaching strategies, four out of six (67%) science teachers prefer narrative, experimental and discussion strategies while two out of two (100%) female science teachers prefer inquiry and discussion strategies. teaching experience and level of education produced no differences towards the result.

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What is science teachers’ perceptions of assessment strategies for environmental issues?

According to main results, all eight (8) science teachers’ perceptions of assessment strategies are similar and guided by formative and summative principles. Formative assessment take the forms of question and answer strategies as well as observation of behaviors during practical work. In addition, science teachers use brainstorming to improve the teaching-learning process. On the other hand, summative assessment mainly use practical investigations, projects and examinations for promotional marks.

Furthermore, science teachers perceive establishing gardens, implementing field trips are other ways of generating assessment marks. In general, assessment of environmental topics is reported to be theoretical than practical while scientific skills assessed/gained for environmental issues are similar to those already mentioned in (research question 1 of this section). Moreover, variables gender, teaching experience and level of education produced no differences towards science teachers’ assessment strategies.

RQ4. How is the perceptions of science teachers’ attitude towards environment issues?

According to main results, science teachers’ attitude towards environmental factors is positive, overall mean score of 3.7 is reported.

In addition, Statistical tests for normality of data with Kolmogorov-Smirnov, Shapiro-Wilk tests, histogram as well as normal Q-Q plot indicated that data is approximately normally distributed, however, some of the variables were not and non-parametric methods were used. Distribution of medians with simple box plot showed differences between independent variable subject and dependent variables energy saving, water saving as well as environmental sustainability where as independent variable gender and same dependent variables produced no differences.

Parametric one-way ANOVA tests and non-parametric Mann-Whitney test were performed to compare means of male and female science teachers towards energy saving, water saving, environmental publication and environmental sustainability. Results from both tests indicate statistically non-significant (p > .05) thus allow this study to keep the null hypothesis that no differences exist between perceptions of male and female science teachers towards outcome variables.

Parametric one-way ANOVA tests and non-parametric Kruskal-Wallis test for Natural Science, Agriculture, Social Studies, Life Science, Physical Science and Home Economics were performed to compare means towards energy saving, water saving and environmental publication. Results in both

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tests indicate statistically non-significant (p > .05) thus allow this study to keep the null hypothesis that no differences exist between subject teachers’ perceptions towards outcome variables. However, for environmental sustainability with non-parametric Kruskal-Wallis test, results indicate statistically significant (test statistic=11.634, p=.040.) and rejects the null hypothesis. An alternative hypothesis is accepted that differences exist between subject teachers’ perceptions towards environmental sustainability.