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

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