Investigation of the media used for communication in environmental education a case study of selected primary schools in Nairobi city

Abstract

The study is focused on media used in communicating environmental education in primary schools in Nairobi City. Environmental Education (EE) is infused formally in the primary level of the Kenyan 8-4-4 System of education. Thus, there is no subject in the curriculum called 'environmental education' at that level but various environmental topics that are infused in the subjects such as Science, Geography, History and Civics (GHC) among others. In accordance with Agenda 21, and other major UN documents environmental education aims at developing positive skills and behaviours, that are environmentally friendly. As such, it is not just a subject. It is aimed at one's life's behaviour and actions. It is of great importance, therefore, for one to study the media resources that are currently being utilized, at all levels of education. Use of wrong or inefficient media may lead to ineffective communication and hence poor imparting of environmental knowledge necessary for action or change of behavior from environmentally unfriendly to environmentally friendly lifestyles. The study was done in Nairobi City. Questionnaires were used to obtain primary data from pupils and their teachers. The study centered on three objectives namely, most common media, most effective media and factors that affect choice and access to the media used (or not used) in communicating environmental kl1,Q,wl~dge. The study findings showed that the most Common media used in gaining EE information by pupils was at variance with what the teachers considered most effective. On the other hand, it was found that pupils may have access to information from other media sources, which may not necessarily be found at school. Also it was found that teachers use textbooks and posters most commonly in imparting environmental knowledge while pupils' most common aid is their teachers and newspapers. This study also found out that teachers consider textbooks to be most effective media whereas pupils consider trips to be better and encourage them to undertake positive environmental actions. To test the relationship between the pupils and teachers' responses on the most effective media correlation coefficient was used. The result shows a very low and negative relationship. The study suggests recommendations to teachers, curriculum developers, Ministry of Education, mass media and policy makers in general about media used in imparting environmental knowledge and the need of harmonizing EE taught in class with outdoor experiences. Ultimately, the media selected should be able to enhance the cardinal requirements of resource sustainability