Environmental education, experiential policy, kenya, learning experience, secondary schools

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International Journal of Educational Policy Research and Review






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Josphat M. Gikonyo
Jones F. Agwata
Stephen O. Anyango



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CURRENT ISSUE
June 2023;10(2)


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Original Research Article

Assessing the factors influencing effectiveness of environmental programmes in secondary schools in Muranga County, Kenya

Josphat M. Gikonyo1*, Jones F. Agwata2 and Stephen O. Anyango1


1Centre for Advanced Studies in Environmental Law and Policy, University of Nairobi, Kenya
2Department of Environmental Sciences, Machakos University, Kenya

*Corresponding Author Email: mbirig(at)yahoo.com

Josphat M. Gikonyo

Jones F. Agwata

Stephen O. Anyango


Article Number: IJEPRR.22.010  |   Pages: 88-96  |   Vol. 9 (4), September 2022   |   DOI: https://doi.org/10.15739/IJEPRR.22.010

 Received: May 4, 2022  Accepted: July 7, 2022  Published: September 9, 2022

Abstract

Experiential environmental education programmes have been initiated in Kenyan school to counter environmental degradation and give students hands-on experience. The experiential programmes aim to stir a love for nature and change the students’ attitudes and behavior to be pro-environmental. This study assessed factors that influence the effectiveness of such experiential programmes and the institutional and policy frameworks on which they are anchored. 961 students from 19 high schools from two sub-counties in the County were used in the study. A Likert-type questionnaire for students and a key informant interview guide for Principals and teachers were used to collect the required data. The t-test statistic was applied to determine any differences between the variables, with significant differences in pro-environmental attitudes and behavior between members and non-members of experiential environmental clubs with respect to solid waste management (p=0.044), water resources management (p=0.089), and natural resources management (p=0.000). The study concluded that the experiential environmental programmes improved the student’s pro-environmental attitudes and behavior and hence environmental management within the schools. They however lack the requisite institutional and policy framework to support them to enhance environmental literacy. Appropriate policies and institutional frameworks should be formulated to enhance the implementation of school experiential environmental programmes.

Keywords:

Environmental education, experiential policy, kenya, learning experience, secondary schools

How to Cite this Article

Gikonyo JM, Agwata JF Anyango SO(2022).Assessing the factors influencing effectiveness of environmental programmes in secondary schools in Muranga County, Kenya. Int. J. Educ. Pol.  Res. Rev.9(4):88-96.

Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.


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