Abstract:
The study examined the efficacy of two instructional media on students’ achievement and awareness on climate change issues in senior secondary school biology. It also investigated the effect of school location on students’ achievement and awareness on climate change concept. Four research questions and four null hypotheses guided the study. The study adopted a non-equivalent quasi experimental research design. The study was carried out in Ika Education zone of Delta state. Ika education zone comprises of two local government areas; Ika North East and Ika South local government areas of Delta State. The population of the study comprised of 4165 SS2 students in public secondary schools in Ika north east and Ika south local government area of Delta state. A total number of 222 SS2 biology students were sampled from 4 secondary schools in Ika education zone. A structured questionnaire titled Students Questionnaire On Awareness On Climate Change Adaptation (SQACCA) and achievement test titled Climate Change Adaptation Achievement Test (CCAAT) were used for data collection. The instruments were adapted from Egbuna-Ojukwu (2016). The reliability of the instrument was determined using the K-R 20 (kudar Richardson) for the CCAAT yielding a reliability index of 0.94. While the reliability of SQACCA items was estimated using Cronbach Alpha formula which gave reliability index of 0.70. The research questions were answered using the mean and Standard Deviation while Analysis of Covariance was used to test the hypotheses. The regular classroom teachers were used as research assistants. The schools were purposively selected for the research and the classes randomly assigned to experimental group 1 and 2. Result from this study showed that learners’ awareness on climate change concept were generally low. The result also showed that the use of simulations and documentaries helped to increase students’ awareness and achievement in climate change concept. The findings also showed that location had a significant effect on students’ achievement and awareness in climate change concept. Based on the findings of the study, the researcher among others recommends that climate change c0oncept should be taught in biology topics, teachers should use documentaries and simulations in teaching real life problems such as pollution (climate change); government should also provide computers to schools where it’s lacking to enable teachers use documentaries and simulations in teaching climate change concept. Limitations of the study were identified and suggestions for further study were made.
