ABSTRACT
This study investigated the effect of cartoons on pupils’ interest and achievement in
environmental education (EE) in Basic Science and Technology. The specific purposes of the
study are to determine the mean achievement scores of primary school pupils taught EE by
conventional method and by using cartoons; find out the mean interest scores of pupils
taught EE by conventional method and by cartoon method; determine the effect of gender
on the mean achievement scores of pupils taught EE by conventional method and by
using cartoons. Find out the effect of location on the mean achievement scores of pupils
taught EE by conventional method and by using cartoons; determine the mean interest
scores of rural and urban pupils taught EE by conventional method and by using
cartoons; determine the mean interest scores of male and female pupils taught EE by
conventional method and by use of cartoons; The design of the study was quasiexperimental
non-randomized pretest-posttest control group. The sample consisted of one
hundred and fifty seven (157) primary three (3) pupils in four public primary schools in
Enugu South Local Education Authority in Enugu Education Zone. The instruments used
for the study were a researcher developed achievement test, Environmental Education
Achievement Test (EEAT) and interest scale, Basic Science Interest Scale (BSIS) which
were validated by five (5) experts. The reliability method used for determining the
reliability was Kudrar Richardson (K-R21) formular. Mean, standard deviation and
analysis of covariance (ANCOVA) were used for data analysis. Major findings of the
study showed that using cartoons as instructional materials greatly enhanced achievement
and interest in environmental education. Those pupils exposed to the use of cartoons
performed significantly better than those exposed to conventional method of teaching.
Gender and location had no significant effect on the mean scores of primary three pupils
exposed to cartoons. Urban pupils performed better than rural pupils. Urban and rural
pupils taught with cartoons showed more interest than pupils taught with the conventional
method. Based on the findings, conclusions were drawn and the educational implications
were extensively discussed. Major recommendations from the study were that Federal
and State Ministries of Education should make available quality cartoon books to primary
schools both in the rural and urban areas, and teachers should be encouraged to adopt and
use them, since the use of cartoons has been proven to enhance interest and achievement
in environmental education.
CHAPTER ONE
INTRODUCTION
Background of the Study
Basic Science and Technology is one of the core subjects in the primary
education curriculmu as enshrined in the National Policy on Education (Federal
Republic of Nigeria, 2004). McGraw-Hills (2005) has it that science is the knowledge
about the structure and behaviour of natural and physical world, based on facts that
one can prove, for example by experiments. Science and technology can be said to be
a system of organising the knowledge about particular subject, especially one
concerned with aspects of human behaviour and society.
The term science can be used to refer to a product (body of knowledge), a
process (a way of acquiring new knowledge through observation, questioning and
experimentation), and an enterprise (an institutioanl pursuit of knowledge of the
natural world/environment (Egbuna, 2010). The current development of science and
technology has greatly affected the lives of every human being that no one can fane
ignorance of their significance.
Basic Science and Technology as defined by Asun, Bajah, Ndu, Oguntonade
and Youdeowei (2010) is the foundation knowledge given to primary school pupils to
help them learn and understand science and acquire basic scientific training to become
creative and capable of innovative thinking. It is an activity-oriented course which
follows strick thematic approach whose aim is to make learning science effective
through a series of activities and exercises, as well as a modern approach of discovery
methods. The overall objectives of Basic Science and Technology curriculum under
the Universal Basic Education Programme are to:
i) develop interest in science and technology;
ii) acquire basic knowledge and skills in science and technology;
iii) apply their scientific and technological knowledge and skills to meet
societal need;
iv) take advantage of the numerous career opportunities offered by science and
technology; and
v) become further prepared for further studies in science and technology.