CHAPTER ONE

1.

BACKGROUND OF THE STUDY

Industrial pollution can be linked with industry in contrast to other pollution sources. This form of

pollution is one of the leading causes of pollution worldwide, in the United States, for example. The environmental protection Agency estimates that up to 50% of the nations pollution is caused by industry. This is according to a report on the e-how website. (www.ehow.Com/about515119effortindustrial pollution. Inter#1x220vhvhn3ia). Because of its size and scope, industrial pollution is a serious problem for the entire planet, especially nations which are rapidly industrializing like Nigeria. This form of pollution dates back to antiquity, but widespread industrial pollution accelerated rapidly in
1

the 1800s with the start of the industrial Revolution. The industrial Revolution Mechanized means of

production and generating a corresponding increase in pollution. The main pollutants form these industrial are particulate matter, oxides of sulphur and nitrogen which are emitted due to burning fuels, the problem was compounded by the use of fuels like coal, which is notoriously unclean. Though these pollutant generated from vehicular and kitchen sources, specific pollutants such as hydrogen sulphide, volatile organic compound, hydrocarbon, lead, etc are emitted from industries like refineries. Most of the industries generate hazardous waste oils and solvents. A substantial portion of the hazardous waste is generated in the form of process dust from iron and steel industries. The emission of various green-house gases such as Co2, methane (CH4), among others from various industries increase the
2

overall temperature of the earth, resulting in global warming. Global warming has various serious hazards, both on the environment as well as human health. It results in melting of glaciers and show-capped

mountains, causing an increase of the water levels in seas and rivers, thereby increasing the chances of flood. Apart from this, global warming also has

numerous health risks on humans, such as increase of diseases such as malaria and dengue, cholera, lyme disease and plague among others. There are a number of forms of industrial pollution. One of the most common is water pollution caused by crude oil spills into the waterways, which has a major impact on the ecosystem into which it is released. Immense tracts of the mangrove forests, which are especially susceptible to oil (Mainly because it is stored
3

in

the

soil

and

re-released

annually

during

inundations), have been destroyed. According to a report on the Wikipedia website on environmental issues in the Niger Delta, the 2010 Baird reported that between 9 million and 13 million barrels have been spilled in the Niger Delta since 1958. Spills in populated areas often spread out over a wide area, destroying crops and aquacultures through

contamination of the ground water and soils. The consumption of dissolved oxygen by bacteria feeding on the spilled hydrocarbons also contributed to the death of fishes. Because of careless nature of oil operations in the Niger Delta, the environment is growing increasingly uninhabitable. People in the

affected areas complain about health issues including breathing problems and skin lesions, many have lost
4

basic human rights such as health, access to food lean water and an ability to work. Industrial workers are exposed to different types of health hazards, depending upon their occupation. Some industrial vibrations, workers are exposed hazards, to occupational hazards,

chemical

Noise

Mechanical hazards etc. These hazards are said to be as a result of industrial pollution. Industrial workers in area with uncontrolled industrial pollution are especially vulnerable. Thus, this research work is written and designed to elicit information on the causes effects and measures to control thereby, make recommendations that if adhered to, could procure solutions to the impact of industrial pollution on environment. 1.1 STATEMENT OF THE PROBLEM

Industrial pollution is an important issue of the day and it is getting more and more monstrous. It is estimated that industrial pollution is responsible for almost 50 percent of the pollution in the environment. Thus, this project work is written and designed to elicit

information on the impact of industrial pollution on environment. 1.2 THE PURPOSE OF THE STUDY The purpose of this study is copious some of them are highlighted as follow;
1.

Primarily, this research work is meant to find out with accurate reference to the practical approach to the teaching and learning of the impact of industrial pollution on environment.

2.

It is written to educate the public on information about the impact of industrial pollution on

environment.
3.

It is also meant to create avenue for further related research on the impact of industrial pollution on environment.

4.

It is designed to train students in information gathering and their analysis in their various report and research writing and study respectively.

5.

To find out the causes of industrial pollution on the environment and consequently to find out measures to control industrial pollution.

1.3
1.

HYPOTHESIS OF THE STUDY

Do teachers use the field-trip method to teach the topic Industrial Pollution?
2.

Do students have the opportunity to go out on field-trip when learning this topic?

3.

What are the constraints associated with the use of practical approach such as the field-trip method in teaching this topic industrial pollution?

4.

Is there any difference in the attitude of made and female students towards the learning of the impact of industrial pollution in the environment?

5.

Does the learning / teaching of the topic create awareness on the part of learners the impact of industrial pollution on the environment?

1.4 SIGNIFICANCE OF THE STUDY This study will be of great benefit to people who live in the environment, students, teachers and to the society at large because of its systematic eliciting of

information on the impact of industrial pollution on environment as it will lead towards a safer and healthy environment.
8

It will help planners to formulate proper measures to control industrial pollution on the environment.

1.5 DEFINITION OF TERMS

1.

IMPACT: The effect or influence that an event, situation etc has on some one or something.

2.

HAZARD: Something that may be dangerous, or cause accidents or problems.

3.

ENVIRONMENT: The air, water, and land on earth, which can be harmed by mans activities.

4.

POLLUTANT: A pollutant is a waste material that pollutes air, water or soil.

5.

POLLUTION: containments

Pollution into a

is

the

introduction

of that

natural

environment

causes instability, disorder, harm or discomfort to the ecosystem i.e. physical system or living

organism.
9

6.

INDUSTRIAL POLLUTION: This is a pollution that is directly linked with industry, in contrast to other pollution sources.

CHAPTER TWO REVIEW OF RELATED LITERATURES 2.0 INTRODUCTION OF INDUSTRIAL POLLUTION

Pollution has been known to exist for a very ling time (at least since people started using fire, thousands of years age), it had seen the growth of truly global proportions only since the onset of the industrial revelation during the 19th century.

10

The industrial revolution brought with it technological progress such as discovery of oil and its virtually universal use throughout different industries.

Industries, in general, consumes 37 percent of the worlds CO2 90 percent of the worlds SO2 and nearly all its toxic chemicals. Lately, however, the severity of some of the local impacts of -industry is becoming an increasing sensitive issue. Developing Economics with low levels of industrialization are gradually shifting their dependence from agriculture to the industrial sector, whole developed economics, with a high level of industrial to service sector. Industries such as cement, glass, ceramic, iron and steel, paper and pulp, refineries, etc. exercise a wide range of environmental impacts. They emits large amounts of Nitrogen, Sulphur and Carbon dioxides into
11

the air Emissions of lead, arsenic and chromium both from glass and iron steel industries, are extremely toxic, waste disposal from such industries causes extensive water and soil continuation too. Extraction of raw materials causes large-scale surface disturbance and erosion. On October 9, 2006, the North Korean government issues an announcement that it had successfully

conducted a nuclear test for the first time. Radioactive dust which is created when a nuclear weapon explodes during a nuclear test, consist of hot particles, a kind of radioactive pollution (contamination). It can lead to the contamination of ground and the animal food chain.

2.1 POLLUTION
This is the introduction of contaminations into the environment that causes harm or discomfort to humans
12

or

other

living

organisms,

or

that

damage

the

environment which can come in the form of chemical substances or energies, but are considered

contaminates when in excess of natural levels. Pollution is also seen as any substance or form of energy (e.g. heat, sound, and radioactivity) to the environment at a rate faster than the environment can accommodate it by dispersion, break down recycling, or storage in some harmless form. Pollution is a special case of habitat destruction; it is chemical destruction rather than the more obvious physical destruction. Pollution occurs in all habitat land, sea, and fresh water and in the atmosphere. Any use of natural resources at a rate higher than natures capacity to restore itself can result in pollution of air, water and land.

(Wikipedia.com: 2010).
13

2.1.1 ENVIRONMENT POLLUTION

Environmental pollution is the contamination of the physical and biological components of the

earth/atmosphere

system to such an extent that

normal environmental processes are adversely affected. In one word, environmental pollution takes place when the environment cannot process and neutralize harmful by-products of human activities (for example poisonous gas emissions) in due course without any structural or functional damage to its system. In fact the due course itself may last many years during which nature will attempt to decompose the pollutants, in one of the worst cases that of radioactive pollutants it may take as long as thousands of years for the decomposition of such pollutants to be completed.

2.2 TYPES OF POLLUTION

14

The various types of pollution are listed below along with the particular pollutants relevant to each of them; 1) Air pollution, the release chemicals and particle into the atmosphere. Common gaseous air pollutants include carbon monoxide, sulfur dioxides, chlorofluorocarbons (cfcs) and nitrogen oxides produced by industry motor vehicles. Photo chemicals, ozone and smog are created as nitrogen oxide and hydrogen carbons react to sunlight. Particulate matters, or fine dust is

characterized by their micrometer side pm10

1.

to Pm 25

Water pollution by the release of waste product and contaminants into surface run off into river drainage system leashing in ground water, liquid spill, waste water discharges entrophication and liftering. Water pollutants include insecticides and herbicides, food processing waste, pollutants from livestock operations,

15

volatile organic compounds (VOCs), heavy metals, chemical waste and others.
2.

Soil pollution (contamination), occurs when chemicals are released by spill or underground leakage. Among the most significant soil contaminations are

hydrocarbons, heavy metals, MTBE (methyl test-butyl ether) -from the U.S. EPA website, herbicides,

pesticides and chlorinated hydrocarbons.

3.

Noise pollution, which encompasses roadway noise, aircraft noise, industrial as well as high-intensity sonar.

4.

Radioactive pollution (contamination), resulting from 20th century activities in atomic Physics, such as nuclear power generation and nuclear weapons

research, manufacture and deployment. 2.2.1 AIR POLLUTION

16

According to the tropical-rain forest animal website,air pollution is the release into the atmosphere of any substances, examples, chemicals or air borne particles which are harmful both to the human and animal health as well as the wider environment. Air pollution is mostly a by-product of human activity, and is now in the issue of great international concern. As the human pollution grows and the quantity of energy and

materials used by each person

increased it is

becoming apparent that the resource whose sufficiency is most in doubt is neither space, nor energy, nor metallic ores, but rather the capacity of natural

processes to maintain a hospitable environment (www. tropical-rain pollution.html). forest-animals com./types-of-

17

According to the tropical-rainforest-animal website, atmospheric pollution occurs because the release of air pollutants takes place at a rate much faster than they can accommodate by the environment and removed from the atmosphere without causing serious harm. Atmospheric pollution originates from all the parts of the world and travels around knowing no borders. With the increase in the number of industries and factors due to industrial revolution air pollution also has increased significant. The emissions from various

industries contain large amounts of gases such as carbon dioxide, Sulphur and nitrogen, among others. These gases, when present in elevated levels in the atmosphere, offer result in various environmental and health hazards such as acid rain and various skin disorders in individuals

18

2.2.2

WATER POLLUTION
According to the Wikipedia website, water pollution is the contamination of water bodies (e.g. lakes, rivers, oceans and groundwater). Water pollution affects

plants and organisms living in these bodies of water and in almost all cases the effect is damaging not only to individuals species and populations but also to the natural biological communities. Water pollution occurs when pollutants are discharged directly or indirectly into water remove harmful

compounds. According to Pink, Daniel H. (April 19, 2006) water pollution is a major problem in the global context it has been suggested that it is the lead worldwide cause of deaths and diseases and that it accounts for the deaths of more than 14,000 people
19

daily. Water is typically referred to as polluted when it is impaired by anthropogenic contaminants and either does not support a human use, like serving as drinking water, and / or Undergoes a marked shift in its ability to support its constituent biotic communities, such as fish. According to David Krant Z and Brad Kifferstein (water pollution and society Website), two types of water pollutant exists, point source and non point source. Point sources of pollution occur when harmful

substances are emitted directly into spill best illustrates a point source water pollution. A non point source delivers pollutants indirectly through environmental changes. An example of this type of water pollution is when fertilizer from a field is carried into a stream by rain, in the form of run-off which in turn affects aquatic
20

life. The technology exists for point sources of pollution to be monitored and regulated, although political factors may complicate matters. Non points sources are much more difficult to control. Pollution arising from non point sources accounts for a majority of the contaminants in streams and lakes. 2.2.3 SOIL CONTAMINATION (POLLUTION) According to the wikpedia website. (en. m. wikipedia /soil_contamination) soil pollution is caused by the presence of xenobiotic (human-made) chemicals or other alteration in the natural soil environment. This type of contamination typically arises from the rupture of underground storage tanks, application of pesticides, and percolation of contaminated surface water to subsurface strata, oil and fuel dumping, leaching of wastes from landfills or direct discharge of industrial
21

wastes to the soil. The most common chemicals involved are petroleum hydrocarbons, solvents,

pesticides lead and other heavy metals. This occurrence of this phenomenon is correlated with the degree of industrialization and intensities of chemical usage. According to Jenny fusion, ehow contributor

(ehow.com), soil pollution results from the build up of contaminates, toxic compounds, radioactive materials, salts, chemicals and cancer-causing agents. The most common soil pollutants are hydrocarbons, lead,

chromium, copper, zinc, mercury and arsenic cadmium, heavy metals; herbicides, pesticides, oil, tars, PCBs and dioxins. 2.2.4

NOISE POLLUTION
According to the what is what website (www.what-iswhat.com, 9 December, 2007), Noise pollution is a type of energy pollution in which distracting, irritating, or

22

damaging sounds are freely audible. As with other forms of energy pollution contaminants are not physical particles, but rather waves that interfere with naturally occurring waves of a similar type in the same environment Thus, the definition of noise pollution is open to debate, and there is no clear border as to which sounds may constitute noise pollution. In the most narrow sense, sounds are considered noise pollution if they adversely affect will life, human activity, or are capable of damaging physical structures on a regular, repeating basis. In the broadest sense of the term, a sound may be considered noise pollution if it disturbs any natural process or causes human harm, even if the sound does not occur on a regular basis.

2.2.4.1 INDUSTRIAL NOISE POLLUTION

This is posing to be a big challenge with every passing day and it is a threat to softy and health of the people
23

who are working in the industry and common people as well. It has been scientifically proved that noise more than 58 decibels can cause hearing impairment and does not meet the standards set for healthy working environment. Moreover it can also cause accidents. The problem has been viewed and analysed from all the perspectives but the solution is not easy to achieve since there is a lot of contradiction between legislation, guidance and documents. Industrial noise resulting to noise pollution has many reasons such industries being close to human habitats which prevent the noise from decaying before it reaches ear.

2.2.5

RADIOACTIVE POLLUTION
According to Boookrags website (www.Bookrags.com), Radioactive pollution can be defined as the release of radioactive substance or high-energy particles into the air, water, or earth as a result of human activity, either

24

by accident or by design. Since even a small amount of radiation exposure can have serious (and cumulative) biological consequences and since many radioactive wastes remain toxic for centuries, radioactive pollution is a serious environmental concern. The problem of radioactive pollution is compounded by the difficulty in assessing its effects. Radioactive waste may spread over a broad area quite rapidly and irregularly (from an abandoned dump into an aquifer, for example), and may not fully show its effects upon humans and organisms for decades in the form of cancer or other chromic diseases.

2.3

SOURCES OF POLLUTION

25

According to Mr. Ghaz (July 27, 2009 Category: Ecology); the various sources of pollution that affect the environment are:
a. b.

Combustion of fossil fuels Disposal of by products, wastes, toxic substances, radioactive factories. substance, smoke and heat from

c.

Excessive use of chemical fertilizers, pesticides gases from vehicles and machinery

d.

Disposal of rubbish such as plastic leftover, food and solid substances

e. f.

Disposal of sewage Use of chlorofluorocarbon chemicals (CFCs)

2.3.1

COMBUSTION OF FOSSIL FUELS

Fossil fuels are produced from the remains of animals and plants which have been buried in the ground for hundreds of years. Fossil fuels such as coal, petroleum

26

and natural gas are widely used in the factories and vehicles to produce energy. The incomplete burning of fossil fuels releases carbon dioxide, carbon monoxide, Sulphur dioxide, oxides of nitrogen and carbon particles into the atmosphere. Sulphur dioxide and oxides of nitrogen dissolve in rainwater to produce acid rain which is harmful to the physical and biological

environment. The other gases and carbon particles cause air pollution fossil fuel also contribute to soil pollution and water pollution. For example, when oil is transported from the point of its production to further destinations by pipelines, an oil leak from the pipeline may occur and pollute soil and subsequently ground water when oil is transported by tankers by ocean, an oil spill may occur and pollute ocean water.

27

2.3.2

DISPOSAL OF BY-PRODUCTS, WASTES, TOXIC SUBSTANCES, RADIOACTIVE SUBSTANCES,

SMOKE AND HEAT FROM FACTORIES. Electronic and semiconductor factories produce byproducts containing toxic substances such as mercury, nicked, cadmium and lead that can cause metal poisoning. Toxic substances such as cyanide from various industries poison aquatic organisms were

drained into the rivers and seas. Nuclear energy plants are radioactive substances to products, produce

radioactive radiation which harms the health and lives of all living organisms. Water which is used as a cooling agent in power stations to generate electricity causes thermal pollution and affect aquatic organism when it is drained into the sea.

28

2.3.3

EXCESSIVE USE OF CHEMICAL FERTILIZERS, PESTICIDES AGRICULTURE

Aquatic organisms require oxygen from environment and any change that alters the amount of the oxygen in their habitat can cause the death of these organisms. Two pollutants that reduce the concentration of oxygen in water are chemical fertilizers and sewage. Farmers add chemical fertilizers containing nitrates and

AND

FUNGICIDES

IN

phosphates to the soil to produce better quality crops. These fertilizers, which are soluble in water are washed from the soil by rainwater into rivers and pounds. This process is celled leaching. These nutrients encourage the rapid growth of algae and water plants which cover the surface of the water, blocking sunlight from reaching the base of the pounds and rivers. This causes rooted water plants to be
29

unable to carry this, they die. The dead plants are decomposed by bacteria and release more nutrients which cause the bacteria to multiply rapidly. These bacteria consume, oxygen, resulting in lack of oxygen in the water and the death of other aquatic organism. This phenomenon is called Eutrophication.

2.3.4

EMISSION OF NOISE, SMOKE AND POISONOUS GAS FROM VEHICLES AND MACHINERY
The operation of heavy machines and vehicles causes the noise and air pollution. A level of noise that is more than 80 decibels can affect the emotion and health of humans factories and vehicles which use p fossils to produce poisonous gases into the air. The pollutants released are carbon dioxide, oxide of nitrogen, sulphur dioxide, led, hydrocarbons and heavy metals. These air pollutants are harmful and affect the health of humans. They can damage tissues and organs in the body.

30

2.3.5 DISPOSAL OF RUBBISH SUCH AS PLASTICS, LEFTOVER FOOD AND SOLID SUBSTANCES
Rubbish is produced daily by human Rubbish such as domestic wastes (leftover food) is classified as

biodegradable while glass, plastic and metals are classified as non-biodegradable rubbish is imperishable and remains in rubbish dump sites for a long time. Problems associate with the improper disposal of rubbish are foul-smelling dump sites, as well as the dump sites becoming a breeding place for vectors and micro organisms which cause disease.

2.3.6 DISPOSAL OF SEWAGE

Sewage includes water from kitchens, bathrooms, and toilets which are made up of 99% water and 1% solid waste. Sewage an compasses human and animal faces, detergents, domestic wastes and others. Sewage is
31

filled with bacteria. Thus, it must be properly treated before it released into rivers and seas so that it does not pollute the land and the sea.

2.3.7 USE OF CHLOROFLUOROCARBONS

Chlorofluorocarbon (CFCs) is made up of carbon, chlorine and fluorine. It is a chemical compound used in aerosols. It is also used as a coolant in air conditioners and refrigerators Examples. Of CFCs are:
a. b.

Dichlorodifluoromethane (CF2C15). Trichlorofluoromethane (CFC13) CFC is stable

compound which can remain in the atmosphere for a long time. Pollution due to CFCs arises from the improper disposal of electrical appliances such as air conditioners and refrigerators which may leak CPCs, the use of aerosols containing CFCs and evaporation
32

of solvents

used to manufacture

chlorine atoms in CFC molecules which result in the mining of atmosphere.

2.4 POLLUTION

EFFECTS

ON

HUMANS,

OTHER

ANIMALS AND PLANTS

There is no doubt that excessive levels of pollution are causing a lot of damage to human and animal health, plants and treas. (including tropical rain forest) as well as the wider environment all types of pollution-air, water and soil pollution etc, have an impact on the living environment. The effects in living organisms may range from mild discomfort to serious diseases such as cancer to physical deformities (for example, extra missing limbs in frogs). The following effects of pollution on humans have been reported, according to the tropical rain forest-animal

33

website (htt//www.tropical-rainforestanimals.com/Environmental.pollution.htm)

2.4.1.0 AIR POLLUTION EFFECTS (HUMANS)

1. 2. 3. 4. 5. 6. 7.

Reduced lung functioning Irritation of eyes, nose, month and throat. Asthma attacks Respiratory symptoms such as coughing and wheezing Reduced energy levels Head aches and dizziness Disruption of endocrine, reproduction and immune systems

8. 9. 10. 11.

Neurobehavioral disorders Cardiovascular problems Cancer Premature death

2.4.1.1 WATER POLLUTION EFFECTS

Water borne diseases caused by polluted drinking water
34

1. 2. 3. 4. 5.

Typhoid Amoebiasis Giardiasis Ascariasis Hookworm

Water borne diseases caused by polluted beach water:

1. 2. 3.

Rashes, ear ache, pink eye Respiratory infections Hepatitis, encephalitis, gastroenteritis, diarrhea,

vomiting, and stomach aches. Conditions related to water polluted by chemicals (such as pesticides, hydro carbons, persistent organic pollutants, heavy metal etc)
1.

Cancer, including prostate cancer and non-Hodgkins lyrnphorria

2.

Hormonal problem that can disrupt reproductive and development processes.

35

3. 4. 5. 6.

Damage to the nervous system Liver and kidney damage Damage of the DNA Exposure to mercury (heavy metal)

2.4.1.2 SOIL POLLUTION (CONTAMINATION)

1. 2.

Cause cancer including leukemia Lead in soil is especially hazardous for young children causing developmental damage to the brain

3.

Mercury can increase the risk of kidding damage; cyclodienes can lead to liver toxicity

4.

Causes

neuromuscular

blockage

as

well

as

depression of the central reversal system

5.

Also causes headaches, nausea, fatigue eye initiation and skin rash An extreme oil pollution case:

36

i.

Pollution as a result of oil spill from the Texaco offshore shore station which in 1980 dumped a estimated 400,000 barrels (64,000m3) of crude oil into the Gnif of Guinea and

ii.

Royal Duch Shellls Forcados terminal tank failure which produced a spillage estimated at 580,000 barrels (92,000m3); this is according to Dr. P.C. Nwilo and O.T Badejo: Impact of oil spills along the Nigerian coast.

1.

AIR POLLUTION EFFECTS ON ANIMALS

1. Acid rain (formed in the air) destroyed fish life in lakes and streams 2. Excessive ultraviolet radiation coming from the sum through the which ozone is layer in by the upper air

atmosphere

eroded

some

pollutants, may cause skin cancer in wild life

37

3. ozone in the lower atmosphere may damage lung tissue of animals.

2.4.2.1 WATER POLLUTION

1. Nutrient pollution (nitrogen, phosphates etc)

causes overgrowth of toxic algae eaten by other aquatic animals, and may cause death, nutrient pollution can also outbreaks of fish disease 2. Chemical contamination can cause declines in frog biodiversity and tadpole mass 3. oil pollution (as part of chemical contamination) can negatively affect development of marine

organism, increase susceptibility to disease and effect reproductive process, can also and cause kidney

gastrointestinal

irritation,

liver

damage, and damage to the various system

38

4. Mercury in water can cause abnormal behavior, slower growth and development, reduced

reproduction, and death. 5. Persistent organic pollutant (POPS) may cause declines, deformities and death of fish life. 6. Too much sodium chloride (ordinary salt) in water may kill animal.

2.4.2.2 SOIL CONTAMINATION (POLLUTION)

1. Can alter metabolism of microorganism and

arthropods in a given soil environment, this may destroy some layers of the primary food chain, and thus have a negative effect on predator animal species. 2. Small life forms may consume harmful chemicals which may then be passed up the food chain to larger animals this may lead to increased mortality rates and even animal extinction.
39

2.4.3. POLLUTION EFFECTS ON TREES AND PLANTS (AIR POLLUTION) 1. Acid rain kill trees destroy the leaves of plants; can infiltrate soil by making it unsuitable for purpose of nutrient and habitation. 2. Ozone holes in the upper atmosphere can allow excessive ultraviolet radiation from the sun to enter the earth causing damages to tress and plants. 3. Ozone in the lower atmosphere can prevent plant respiration leaves) by and blocking stomata (openings in

negatively

affecting

plants

photosynthesis rates which also decay plants cells directly by entering stomata

2.4.3.1
1.

WATER POLLUTION
May disrupt photosynthesis in aquatic plants and thus affecting ecosystem that depends on these plants.

40

2.

Terrestrial and aquatic plants may absorb pollutants from water (as their main nutrient source) and pass them up the food chain to consumer animals and humans

3.

Plants may be killed by the much sodium chloride (ordinary slat) in water.

4.

Plants may be killed from construction site as well as bits of wood and leaves day and other similar materials.

5.

Plants may be killed by herbicides in are most harmful to plants

2.4.3.2 SOIL POLLUTION (CONTAMINATION)

1. May alter plant metabolism and reduce crop yields. 2. Trees and plants may absorb soil contaminants and pass them up the food chain

41

2.4.4

EFFECTS OF INDUSTRIAL NOISE POLLUTION

It has been stated that continuous experience to noise pollution leads to hearing improvement but it was various other effects as well which are as follows. 1. 2. 3. 4. 5. 6. 7. 8. 9. It can result into increase in blood pressure Increase in stress Fatigue Stomach ulcers Vertigo Headaches Sleep disturbance Annoyance Speech problems which means writing learning

10. Dysgraphia, impairment. 11. Aggression

42

12. Anxiety 13. Withdrawal Industrial noise or noise generally adversely affects the workers and they suffer from various health problem as listed above. (buzzle.com) 2011) High volume leads to increase adrenalin levels, which leads to the

constriction of blood vessels, which normally happen when the individuals is tensed afraid, anxious or extremely happy and excited. industrial workers face are The problems the sleep disorder and

behavioral changes. ( Poushi Ganguly-buzzle website, 2011.)

1.

EFFECTS OF RADIOACTIVE POLLUTION

According to tutornext website, as radiation passes through a cell, it hits an atom and dislodges an electron which usually gets attached to another atom. Removal of an electron from an atom and its attachment to
43

another atom is called ionization. The original radiation travels on to cause more ionization till its energy is dissipated . The molecular damage may produce short range or long rang effects.

i.

Short range Effects. Short r-range effects appear within days or weeks after exposure. They include bums, loss of hair,

subcutaneous bleeding, charge in the number and proportion metabolism, organisms.

iii.

of

blood

corpuscle and

type, death

impaired of the

dead

tissues,

long range effects Long-range effects appear months or fears after exposure, or even in the next generation. They

44

are mutations, increased incidence of tumors and cancer, shortening of life span and developmental damages mutant genes may affect the progeny. Effect on other organisms Radioactive pollutants affect most animals and

plant also. Even the diary milk products may get higher contamination.
2.

GLOBAL WARMING
Global warning is when the earth heats up (the temperature rises). It happens when green house

gases (carbon dioxide, water vapor, nitrous oxide, and methane) trap heat and light from the sun in the earths atmosphere, which increase the temperature. This hurts many people, animals and plants. Many cannot tale the change, so they die.

45

3.

EFFECT

OF

GLOBAL

WARNING

TO

THE

ENVIRONMENT Global warning is affecting many parts of the earth. Global warning makes the sea rises, the water covers many low land islands. This is big problem for many The

of the plants, animals and people on islands.

water covers the plants and causes some of them to die. When they die, the animals lose a source of food, along with their habitat when the plants and animals die, people lose two sources of food, plant food and animal food. They may also lose their homes. The oceans are affected by global warning in other ways as well one thing that is happening to the ocean is warm water, caused by global warning in harming and killing algal in the ocean.

46

Alga is a producer that you can see floating on the top of the water (A producer makes food for the other animals through photosynthesis like grass). This

flooding green algae is food to many consumers in the ocean (A consumer eats the producers). consumer is small fish. One kind of

There are many others take Fewer

crabs, some whales, and many other animals.

algae is a problem because there would be less food for us and many animals in the sea. Global warming is also destroying many huge forests. The pollution that causes global warning is linked to acid rain. Acid rain gradually destroys almost

everything it touches.

Global warning can make the

earth very hot in forest, some plants and tress leaves can be so dry that they catch on fire (Environment Global warming and green house Effect. World

almanac 2000. Mahwah. World Almanac Books, 2000)

47

4.

WASTE

MANAGEMENT

(CONTROL

OF

POLLUTION) According to the wikipedia management, website waste

(wikipedia.org/wiki/waste

management is the collection, transport processing, recycling disposal, and monitoring of waste materials. The term usually refers to materials produced by human activity and is generally undertaken to reduce their effect on health, the environment or aesthetics. Waste management is also carried out to recover resources from it. Waste management can involve

solid, liquid, gaseous or radioactive substances, with different method and fields of experience for each waste management practice differ for developing

various, for urban and rural areas, and for residential and industrial producers. Management for non-

hazardous waste residential and institutional waist in

48

metropolitan area is usually the responsibility of local government authorities, while management for nonhazardous commercial and industrial waste is usually the responsibility of the generator. 2.5.1

METHODS OF DISPOSAL
Special means of waste disposal are as follows:

A.

INTEGRATED WASTE MANAGEMENT

integrated waste management using L.C.A. (life cycle analysis attempts to offer the most benign option for waste management for mix MSW (municipal solid waste) a number of broad studies have indicated that waste administration, then source separation and

collection followed by reuse and recycling of nonorganic fraction and energy and compost / fertilizer production of the organic waste fraction via anaerobic digestion to be the favoured path. Non metallic waste
49

recourses are not destroyed as with incineration, and can be reused / recycled in a future recourses depleted society.

B.

LANDFILLS Disposing of waste in a landfill involves burying the waste, and this remains a common practice in most countries land fills were often established in abandoned or unused quarries mining voids or borrow pits. A

properly designed and well-managed landfill can be a hygienic and relatively inexpensive, method of

disposing of waste materials

older, poorly designed or

poorly managed landfills can create a numbers of adverse environmental impacts such as wind blown litter, attraction of vermin and generation of liquid leachate. Another common by product of landfills is

gas (mostly composed of method and carbon dioxide)

50

which is produced or organic waste breaks down anaerobically. This gas can create odour problems, kill surface vegetation, and is a green house gas. Design characteristics of a modern landfill include methods to contain leachate such as clay or plastic living material Deposited waste is normally compacted to increase its density and stability. And covered to

prevent attracting venom (such as mice or rate) many landfills also have land fills gas), many landfills also have land fills gas extraction systems installed to installed to extract the landfills gas. Gas is pumped out of the landfill using perforated pipes and flared off or burnt in a gas engine to generate electricity. (solid waste association of North America commercial

exploration of gas from land fills) C.

INCINERATION

51

According

to

the

wikipedia

website

(wikipedia

org/incineration: 2010). Incineration is a disposal method in which solid organic waste are subjected to combustion so as to convert them to residue and gaseous products. disposal of This method is useful for of both solid waste

residue

management. This process reduces the volumes of solid waste to 20 to 30 percent of the original volume. Incineration covert waste materials into heat, gas, steam and ash. It is recognized as a

practical method of disposing certain hazardous waste materials (such as biological medical waste). Incineration is a controversial method of waste disposal, due to issue such as emission of gaseous pollutants D.
52

RECYCLING

The

popular

meaning

of

recycling to the

in

most

developed

countries

refers

widespread

collection and reuse of everyday waste materials such as empty beverage containers.

(wikipedia.org). These are collected and sorted into common types so that the raw materials from which the items are made can be processed into new products. The most common consumer products recycled include aluminum such as beverage cans, copper such as wire, steel food and aerosol cans, old steel furnishing or equipment (heavy melting steel 1 and HMII) glass bottle and jars, paperboard cantons, newspapers, magazines and light paper and

corrugated fiber board boxes. E.

53

BIOLOGICAL REPROCESSING

Waste materials that are organic in nature, such as plant material food scraps, and paper products, can be recycled using biological composing the and

digestion matter.

processes The

to decompose organic

organic The

resulting

material.

resulting organic material is then recycled as much or compost for agricultural or landscaping purposes. In addition, waste gas from the process (such as methane) can be captured and used for generating electricity and heat (CHP/CO generation)

maximizing efficiencies. The intention of biological processing in waste management is to control and accelerate the natural process of decomposition of organic matter. Method of biological as being decomposition aerobic or are

differentiated
54

anaerobic

methods, through hybrids of the two method also exists. Anaerobic digestion of the organic fraction

of MSW municipal solid waste has been found to be in a number of LCA analysis studies (life cycle environmental assessment of municipal solid waste to energy technology) to be more environment effective, then landfill, incineration or pyrolisis. The resulting biogas (methane) though must be used for cogeneration (electricity and heat preferably on or close to the site of production) and can be used with a little upgrading in gas combustion engines or turbines F. ENERGY RECOVERY The energy content of waste products can be harnessed directly by using them as a direct combustion fuel, or indirectly by processing them
55

into another type of fuel.

Recycling through

thermal treatment ranges from using waste as q fuel source for cooking or heating, to anaerobic digestion ands the use of the gas fuel (see above), to fuel for boilers to generate steam and electricity in a turbine hydrolysis and gasification are two related forms of thermal treatment where waste materials are heated to high temperatures with limited oxygen availability. The process usually

occurs in a sealed vessel under high pressure. Pyrolysis of solid waste converts the material into solid, liquid and gas products. The liquid and gas

can be burnt to produce energy or refined into other chemical product (chemical refinery). The

solid residue (char) can be further refined into

56

product

such

as

activated

carbon

(wikipedia.org/waste management). G. AVOIDANCE AND REDUCTION METHODS. An important method of waste management is the prevention of waste material being created, also known as waste reduction. Method of avoidance

include reuse of second hand products, repairing broken items instead of buying new designing products to be refillable or reusable (such as cotton instead of plastic shopping bags), encouraging consumers to avoid using disposable products (such as disposable cutlery), removing any food, liquid remains form cans, packing (television review: I Trash Inc. Susan carpenter, has Angles Tires. 29

September 2010) and designing products that use

57

less material to achieve the same purpose (for example, light weighting of beverage cans). 2.6 METHOD OF TEACHING. According to the wikipedia encyclopedia, teaching methods can best be defined as the types of principles and methods used for instruction. To

achieve the goal of teaching, the teacher must adopt effective teaching methods in education. The teacher has many options to choose from different teaching methods designed specifically for teaching and learning. The teaching methods should be

adopted on the basis of certain criteria like the knowledge of the students, the environment and the set of learning goals decided in the academic curriculum students respond differently to different methods of teaching. Also, the students have their
58

unique

way

of

demonstrating

the

knowledge

acquired and absorbing the information that is imparted. So, to aid this process of demonstrating the knowledge, the teacher has to adopt a teaching that assists the students in retaining the

information and increasing their understanding. There are many teaching methods for children like questioning, method, demonstrating collaborating, lecture methods and field trips etc (wikipedia 2010). 2.6.1 1. TYPES OF TEACHING METHOD. QUESTIONING METHOD: - this method id named after the great philosopher, Socrates, who did not only use it but advocated its use. It includes

questions and answers about content o topic of study or any other issue introduced by the teacher
59

o r any, member of the class.

The questions are

asked by the students has learnt from earlier discussions and what it HELPS IN deciding what should be taught. 2. MODELING METHOD: - modeling is a type of visual aid for teaching as well as learning. It is a

known fact that human brain absorbs more and understanding better when visual aid facilitates explanation. This method works on the three The

criteria observing, retaining and replicating.

students learn more by observing the things and acquire it by imitating it, time and again. It is also known as reinforced behavior. 2010) 3. DEMONSTRATING METHOD:- Simple demonstrating
60

(Megha Tiwari,

put,

the or

method

means

displaying

showing something, describing and explaining it. Demonstration is frequently applied in teaching in relation to other methods. A demonstration may be used in the circumstance of proving conclusively a fact, as by reasoning or showing evidence. It

enhances the students understanding by practically apply the knowledge and sharpen their skills and hence, they become capable of identifying the organizing the subject matter in a more efficient way. A teacher may use experimentation to

demonstrate ideas in a science class 4. COLLABORATING METHOD: According to

Meghan Tiwari (Buzzle.com: 2010), team work is a contemporary form of collaboration. The students

are taught to work in a group that makes the instructing easier for the teacher.
61

This method of

teaching promotes a sense of mutual responsibility among the students. They team to put in more

effort to research for the topic and apply to research techniques to get the result. This

inculcates patience and develops an ability to critically analyze a subject. 5. LECTURE METHOD: - The lecture method has

been described by station as the method by which facts and information are transferred from the teachers note to the students notes without

crossing the minds of either the teacher or the students. It is one of the major methods used for the transmission of knowledge and public lectures. This can be associated with modeling. Modeling is used as a visual aid to learning student can

62

visualize an object or problem, then use reasoning and hypothesizing to determine an answer. 6. FIELD TRIPS: - Education field trips are planned community exploratory experience intended for acquiring new information from various first hand sources. Information received from such trips are

used in the teaching/learning process to achieve stated educational objectives. The field trips

method is most effective in teaching topics like ecology, pollution and preservation.

(Environmental science) 2.7 THE APPROACH OF FIELD TRIP METHOD ON THE TEACHING OF POLLUTION The teacher could do the following during the course of teaching and learning.

63

1.

Organize them and guiding questions on the topic, the problem of Acid rain and pollution within the environment generally, (for

example) questions like a. b. c. d. How is acid rain? How does it affect the environment? Where does it come from? How can it be prevented or minimized? The teachers role in these, is to other the above questions problem, organize student into study groups guide tools (e.g. class set of books, pollution: college biology for secondary school, geography textbook, school library, computer access for web search). The teacher should encourage create ideas of student in their approach to the solution of the problem.
64

2.

A local industry should be visited or local factory and industrial representation could be asked to give a presentation during the course of visit on their processes and pollution control. In one week time, the student could discuss their research outcomes and at the end of the week each group would present their finding and written report would be handed in.

3.

The Entry level skill and knowledge of students in the class should be that before how every student should have a basic knowledge of pollution and its adverse effects on the

environment.

A newspaper report describing

problems of pollution and acid rain in various part of the world could be read and discussed along with the basic nature of the properties of
65

acids and their formation in the atmosphere. (By Dr micheal Kasnic 2010)

66

CHAPTER THREE 3.0 METHODOLOGY

3.1 RESEARCH DESIGN This study adapted an ex-post fact Research Design.
1.

POLLUTION
All students in junior secondary school III in public secondary schools, and J.S.S. III integrated sciences companies and other individuals area of Delta State Constituted the population of this study

2.

SAMPLE AND SAMPLING TECHNIQUE

The sample was made up of two hundred students (80 males and 113 females) twenty teachers (7 males, 13 females) and twenty workers (12 males, 8 females) respectively. Sample random sampling was used to

select Ten schools from public secondary schools within warri metropolis while proportional random. Sampling
67

was used to select the numbers of the schools that participated in each of the schools, the numbers of teachers and the number of workers. The schools are i) ii) iii) iv) v) vi) Hussy College Dom Domingos College Nana College Demonstrations Secondary School Essi College Edjeba Secondary School

vii) Uwangwe College viii) Ogborikoko Secondary School ix) x) Uguwangwe Secondary School Ekpan Secondary School

The selected companies are i) ii) iii)

68

Shell Petroleum Development Company Nigeria Gas Company Chevron Nigeria limited

iv)
3.

Niger-cat Construction Company

INSTRUMENTATION
Three instruments were used for this study.

1.

STUDENTS EVALUATION QUESTIONNAIRE (SEQ) It was developed by the researcher and validated by the supervisor. The instrument had two sections (A and B) section A elicited information on students

demographic data, while section B elicited information on the mode of teaching the topic industrial pollution in integrated science.
2.

TEACHERS (TEQ)

EVALUATION

QUESTIONNAIRES

It was developed by the researcher and validated by the supervisor. The instrument had two sections (A

and B). Section A elicited information on Teachers demographic on method of teaching the topic industrial pollution integrated science.
69

3.4.3WORKERS (WEQ)

EVOLUTIONS

QUESTIONNAIRE

It was developed by the researcher and validated by the supervisor. The instrument had two sections (A

and B). Section A elicited information on workers demographic data while section B elicited information on effects of Industrial activities on the environment. 3.4.4 VALIDATION The instruments were construct validated by the

supervisor and were subject to the opinion of experts in the field of evaluation from the education Department of Delta state University, Abraka to ascertain face Validity

3.4.5

RELIABILITY The reliability of the instruments were ascertained by using cronbachs alpha and coefficient of 0.734 was

70

obtained for (TEQ) while coefficient of O.872 was obtained for (SEQ) and coefficient of 0.842 was obtained for (WEQ)
4.

PROCEDURE FOR DATA COLLECTION

students were administered the (SEQ) first

The

followed by (TEQ) to the teachers and (WEQ) to the workers and retrieve immediately the study lasted for 4 weeks.
5.

DATA ANALYSIS

The data collected were analyzed suing descriptive statistics of frequency counts and percentages and ttest.

71

CHAPTER FOUR 4.0 RESULTS

1.

INTRODUCTION

This chapter discussed the results of findings below.

RESEARCH HYPOTHESIS 1
i) Do teachers use the field trip method to teach the topic industrial pollution? The results from table 1 indicate that 16(80%) of the teachers agreed that they do not find the topic (industrial pollution) interesting when using the field trip method 18(90%) of the teachers disagreed that they always use the filed trip method to teach the topic (industrial pollution) 18(90%) of the teachers disagreed that they take their student out to visit industries when teaching this topic. 12(60%) of the teachers agreed that their student had a broader understanding of the
72

topic when using the field trip method.

All responses

are above 90% which disagree that teachers use the field trip method to teach the topic (industrial

pollution), while 60% agreed to the fact that students had a better understanding of the topic when teachers uses the field trip method. This is a pointer that teachers acknowledge that the filed trip method will aid a better understanding of the topic, although 90% of the teachers clamed they do not use it.
2.

RESEARCH HYPOTHESIS

Do student have the opportunity to go out on field trip when learning this topic? The result from table 2 indicates that 109(54.5%) of the students agreed that they seldomly go on filed trip when learning this topic (industrial pollution)

115(57.5%) of the students agreed that they so not always go out on field trip when learning this topic
73

155(77.5%) of the students agreed that they seldomly go to waste during sites when learning this topic. All

the responses are above 60% which is a pointer to the fact that the students do not have the opportunity to go out on field trip when learning this topic.
3.

RESEARCH HYPOTHESIS 3
What are the constraints associated with the use of practical approach such as the field trip method in teaching the topic industrial pollution the result from table 3 indicate that 17(85%) of the teachers disagreed that all their students always participate in class when using the 4 filed trip method. 19(95%) of the teachers agreed that all their students do not always participate in class when using the filed trip method. 19(95%) of the teachers agreed that he lecture method is a nonstressful method when teaching this topic. 18(90%) of teachers agreed that the school do not always allow the

74

teachers to take their students go on field trip because it is capital intensive. 11(55%) of teachers agreed that they do not have enough time in a period to teach the topic when using the filed trip method. All the

responses are above 80% and this is a pointer that if these factors are not properly addressed it can serve as a constraints to the use of practical approach such as filed trip method in teaching this topic.
4.

RESEARCH HYPOTHESIS 4

Does the learning of the topic create awareness on the part of learners? The result from table 4 shows that 11(55%) of workers agreed that there is always a softy officer on site to make sure the workers follow the best safety practices, so as not to destroy the environment while working. 10(50%) of workers agreed that their company

provided a recycling facility in the company and

75

community

where

it

is

located

to

recycle

waste

materials. 11(55%) of workers disagreed that their company do not carry out road clearing exercise of the environment after every project. All the responses

above are (50%) and this is a pointer that some industries are aware of the hazards that their activities cause and so are taking some measure to manage and control their activities not to pollute the environment. Below is a layout of responses to various questions contained in the questionnaire from all the schools and companies. Table 1: Frequency counts and percentages of teachers on the use of field trip method to teach the topic (industrial pollution). S/N ITEM NO STATEMENT SA I I do not find the topic 7 (industrial
76

A 9 (45%)

D 3 (15%)

SD 1 (5%)

pollution) (35%)

interesting to teach when using the field trip method I always use the filed trip 1 method to teach the topic (5%) (industrial pollution) i always take the student 1 out to visit industries (5%)

1 (5%)

11 (55%)

7 (35%)

1 (5%)

7 (35%)

11 (55%)

where teaching this topic My students have a 5 broader understanding of the effect of on individual (25%) the

(35%)

(30%)

(10%)

pollution

environment when ever I use the field trip method

Table 2: Frequency counts and percentages of student on the opportunity to go out on field trip when learning this topic. S/N ITEM NO STATEMENT
77

SA

SD

I seldomly go on field trip 63 when learning this topic (31.5%) (industrial pollution I do not always go out on 79 field trip when learning this (39.5%) topic I soldomly go to waste 108 dump sites when learning (54%) this topic

46 (23%)

51

40

(25.5%) (20%)

36 (18%)

48 (24%)

37 18.5%

47

22

23

(28.5%) (11%)

(11.5%

Table 3: Frequency

counts

and

percentages

showing

constraints associated with the use of practical approach such as the filed trip method in teaching this topic. S/N ITEM NO STATEMENT SA 1 All my students always 1 participate in class when using the field trip method (5%) All my students do not 13 (10%) 6 (55%) 0 (30%) 1 A 2 D 11 SD 6

2
78

always participate in class when using the field trip method (65%) I consider field trip method 15 a very stressful method (20%) 5 (5%) 1 (0%) 2 (30%) 4 (0.0%) 1 (5%) 0

when teaching this topic (75%) I consider lecture method 11 a non- stressful method when teaching this topic (55%) The school do not always 6 allow us to go on field trip because it is capital

(30%) 12

(5%) 1

(10%) 1

intensive (30%) I do not have enough time 6 in a period to teach this topic when using the field trip method (30%)

(60%) 5

(5%) 4

(5%) 5

(25%)

(20%)

(25%)

79

Table 4: Frequency counts and percentages showing that the teaching and learning of the topic create awareness on the part of learners, this impact of industrial pollution on the environment. S/N ITEM NO STATEMENT SA 1 There is always a safety 5 officer on site to make sure the workers follows the best (25%) safety practice so as nor to destroy the environment (30%) (25%) A 6 D 5 SD 4

(20%

while working My company recycling company

provided in

a 7 the

facility and

community (15%) 0 (20%) 6

where it waste materials (35%) My company do jot carry out 5 routine cleaning exercise of the environment after every

(30% 5

80

project. (25%) 4.6 RESEARCH HYPOTHESIS 5 Is there any difference in the attitude of made and female students towards the learning of the impact of industrial pollutions environment? The data from table 4 and 5 shows that there is no significant difference in the attitude of female and male students towards the topic industrial pollution Table 4 And 5 below is a representation of male and female response in the various schools listed. Table 4 is a response of male students. S/N I 2 3 4 5 6 7
81

(20%)

(30%)

(25%

SA 24 36 12 23 3 4 33

A 19 35 10 21 9 16 17

D 27 10 32 31 36 34 21

SD 17 6 28 12 39 29 16

8 9 10

6 33 53

25 13 11

29 37 10

27 48 13

Table 5 is a Response of female students S/N I 2 3 4 5 6 7 8 9 10 SA 39 26 14 34 5 3 46 10 38 55 A 27 69 7 23 7 10 19 24 10 36 D 24 11 57 42 62 32 27 23 21 12 SD 23 7 35 14 39 68 21 56 44 10

Table 6 is layout of teachers response to various questions contained in the questionnaire from all the schools sampled. S/N I 2 3 4 5 6 7
82

SA 1 1 1 1 0 5 15

A 3 1 1 2 1 7 4

D 9 8 11 11 13 6 1

SD 7 10 7 6 6 2 0

8 9 10 11 12

11 5 6 1 6

6 12 12 1 5

1 2 1 7 4

2 1 1 11 5

Table 7 is a layout of student response to various questions contained in the questionnaire from all the schools sampled. S/N I 2 3 4 5 6 7 8 9 10 SA 63 62 26 57 8 11 79 16 71 108 A 46 104 17 44 16 26 36 49 33 47 D 51 21 89 73 98 66 48 52 58 22 SD 40 13 68 26 78 97 37 83 92 23

Table 8 is a layout of workers response to various questions contained in the questionnaire from all the companies sampled. S/N I 2
83

SA 9 9

A 8 7

D 1 2

SD 2 2

3 4 5 6 7 8 9

6 5 7 4 8 6 5

7 6 3 5 4 5 4

3 5 4 6 3 6 6

4 4 6 5 5 3 5

4.7 SUMMARY OF FINDINGS

In this study, efforts had been made to evaluate the practical approach to the teaching and learning of the impact of industrial pollution on the environment in ten public secondary schools in warri south local

government area and findings of the study are as follows: A) It was discovered that teachers do not use the field trip method to teach the topic industrial pollution.

84

B)

It was also discovered that teachers are aware of the enormous benefit of using the filed trip method in the teaching of the topic

C)

Teachers responses indicates that factors like creating more opportunity to go out on field trip, providing more funds for field trip and

encouraging class participation. More time should be given in a period in other to teach the topic properly D) It was discovered that some companies and their workers were aware off the danger their activities can pose to the environment.

85

CHAPTER FIVE

5.0 DISCUSSION OF FINDINGS

The first finding of this study is that teachers do not use the field trip method to teach the topic industrial pollution. 90% of the teachers agreed that they do not use the field trip method to teach the topic however, above 60% of teachers agreed that student will get a better understanding of the topic when teaching use the field trip method to teach this topic. These findings were corroborated by the wikipedia encyclopedia

website (2011), that the field trip method is the most effective in teaching topics like pollution and

preservation. Brian Myers and Linda Jones (2009) found evidence that good field trips provide participate with first hand experience related to the topic or concept being discussed
86

in

the

program.

They

provide

unique

opportunities for learning that are not available within the four walls of a classroom. Therefore, if the field trip method is very beneficial to the learning of this topic, teachers should use this method to teach this topic (industrial pollution) in various secondary schools. It was found in the study that factors like class participation, availability of founds for field trip, the amount of time spent in a period to teach the topic and the Administration of schools to create the avenue for teachers to take their students on field trip, hence the following findings above can effect the use of field trip method negatively or positively when teaching this topic. Brian Myers and Linda Jones (2009) discovered that if the listed limitations are not addressed, the teacher would not be able to teach the topic effectively.

87

Efforts should therefore be made by schools to make field trip on integral part of their instructional program. Another important finding in this study is that there is no significant difference in the attitude of male and female students. This findings show that all students

whether male or female have equal attitude towards going on field trips. The above findings support the

reports by Sorrento and Bell (1970) that field trips will motivate and give meaning to teachers whether male or female. Conclusively, this study shows that 50% of industries and their workers are aware of the hazard that their activities cause and so are taking some measures to manage and control their activities not to pollute the environment. However, according to report or the

wikipedia website on environmental issues (2010), that the

88

industries

generate

substantial

portion

of

pollution in the environment.

This findings therefore,

prove to the fact the industries are not doing enough to improve the environment.

1.

CONCLUSION
It has been established through the findings of this study that though many teachers are aware of the the benefit of field trip method to teach this topic, they do not use the field trip method to teach the topic industrial pollution. This then call for a radical reorientation of the public school administrators to make possible all necessary support to the teachers to enable them teach this topic effectively which has a lot of benefit to the students and their environment.

2.

RECOMMENDATION

89

Based on the conclusion shown from the findings of this study, the following recommendation are made. 1. Teachers should be encouraged to use the field trip method. 2. Students should be taken for field trip when learning this topic industrial Pollution. 3. All schools should make provision of field trip when learning this topic. 4. The Government and school administration should provide funds for field trip. 5. The teachers should be taught how to use the field trip method to teach the topic industrial pollution. 6. The Government should promote awareness for a clean environment by providing policies that will make the industries take steps that will enforce a cleaner and less polluted environment

90

BIBLIOGRAPHY
Arctic (January 7, 2008). In wikipedia, The free

Encyclopedia. Retrieved April 4, 2008 Amnesty international (2009), Petroleum pollution and poverty in the Niger Delta. Retrieved June 2009 Avwiri G.O, Chad-Umoreri.Y.E Eyinna .P.I, and

Agbalagba.E.O.: occupational radiation profile of oil and gas facilities during production and off production periods in Ughelli, Nigerial. Applied Science Journals

Retrieved Decermber 03, 2011. Brian M. and Linda J. (2009). Effective use of field trips in Educational programming a three stage Approach, Gainess Ville, University of Florida Colls, J. (2002). Air pollution. New York Spon press, P.25 Retrieved April 3, 2008 from questia.com

91

Davenport et al. (2005) Environmental impact of potato nutrient management. Research. Ehrlich, P.R., Ehrlich A. H. and Holden J. P. (1077). Eco-science pollution Resources, Environment san American Journal of potato

Francisco W.H. freeman, P>536 Retrieved November 22, 2008 from Questia.com. Envision. 2010. Occupational from Hazards. Retrieved

January,

2011

htt//www.envisnioh.org/

occupationalhazards.intml. Farmer, A. (1997). Managing Environmental Pollution

London Routlege, P.26 Retrieved April 3, 2008 from Questial.com Ehow. 2001. The effect of industrial pollution retrieved Jan. 2011 from http://www.ehow.com/about515519-

effect- industrial-pollution.html

92

Ghaz (2011). Sources of environmental pollution. Ecology. Retrieved January 2011 from http//www.scvienceray.com/biology/ecology/sourcesof-environmental-pollution Megha Tiwari (2010). Teaching methods in education. Published October 4, 2010 htt://www.buzzle.com/articles/teaching-method-ineducation.html Michie, M. (1998). Factors inffluenceing secondary science teachers to organize and conduct field trips. Australian science teachers journal 44(4) 43-50 Novak J. D. and Godwin D. B. (1984) Learning how to learn, New York Cambridge University press. Oil for Nothing. Multinational corporations, Environmental destruction, Delta and impurity in the Niger Delta Essentia.l Action,2000 Retrieved May 10, 2007

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Poushai

Ganguly

(2010).

Effect

of

industrial

Noise

pollution. Retrieved January 2011 from http://www. Buzzle.com/articles/effects-of-industrial-noisepollution.html Rhomylly Forbes: How to teach Environmental Education to children. retrieved January 2011 from http://

www.ehow.com/how-4920717-teach-environmenta;education-childrenm.html Rosalie-Anne P.B (2011). Teachers guide on Acide Rain Retrieved January, 2011 from http://www.angelfore.com/ks/boredwalk/teacher.intml Syder C (2005). The dirty work of promoting recycling of Americans sewage shidge. International Journal

Occupational Environment Health 11 (4) 41527 Tutornext. 2008. Effects of Radioactive pollution. Retrieved January, 201 from

94

http://ww.tutonexttutornext.com/effects-radioactive pollution/2011 Wisegeek. 2010 Industrial pollution. retrieved October 23, 2010 from http://www.wisegeek .com/what-1s-

industrial pollution .html Nwilo .P.C and Badejo O.T. (2009): Impact of oil spilla along the Nigerian coast.

95

APPENDIX TEACHERS EVALUATION QUESTIONNAIRE (TEQ) INTRODUCTION This teachers Evaluation questionnaire (TEQ) is for research purposes. It is intended to elicited responses for you. Please kindly respond to the questionnaire. The information

obtained will be used only for research purposes. So feel free to make appropriate responses as truthfully as possible. This questionnaire is made up of two sections. Section A is a teachers demographic data questionnaire while section B is teachers evaluation questionnaire. Thick ( ) on the option which best suit your response. The options against each statement are: Strongly Agree, (SA) Agree (A), Strongly disagree (SD), Disagree (D).
96

SECTION A (TEACHERS BIO DATA)

1.

Title: Mr. / Mrs. / Dr. / Prof./ Chief . (underline the appropriate title)

2. 3. 4. 5.

Age: Sex: Teaching Experience: Qualification:

S/N Response Items

Strongly Agree Strongly Disagree Agree (SA) (A) Disagree (D) (SD)

I do not find the topic (industrial pollution) interesting to teach when using the field-trip method.

97

I use instructional aid to teach the topic when using the lecture method

I always used the field trip method to teach the topic (industrial pollution)

All my students always participate in class when using the field-trip method.

All my students do not always participate in class when using the lecture method.

My students have a broader understanding of the effect of industrial

98

pollution on the environment when laser I use the fieldtrip method. 7 I consider field-trip method a very stressful method when teaching this topic 8 I consider lecture method a nonstressful method when teaching this topic 9 I always give students assignment to write a report at the end of each field trip 10 The school do not always allow as to go
99

on field trip because it is capital intensive. 11 I always take the students out to visit industries when teaching this topic 12 I do not have enough time in a period to teach this topic when using the lecture method.

STUDENT EVALUATION QUESTIONNAIRE (SEQ) INTRODUCTION

100

This student Evaluation questionnaire (SEQ) is for research purposes. It is intended to elicit responses from you. Please kindly respond to the questionnaire. The information obtained will be used only for research purposes. So feel free to make appropriate responses as truthfully as possible.
This questionnaire is made up of two sections. Section A is a Students demographic data questionnaire while section B is Students evaluation questionnaire (SEQ). Thick ( ) on the option which best suit your response. The options against each statement are: Strongly Agree, (SA) Agree (A), strongly disagree (SD), Disagree (D).

SECTION A (TEACHER BIO DATA)

1. Title: Mr. / Mrs./ Miss./ Prof/ Chief. (Under Line the appropriate tittle.
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2. Age: 3. Sex 3. Class:

SECTION B S/N Response Items Strongly Agree Strongly Disagree Agree (SA) 1 I seldom go on fieldtrip when learning this topic 2 I had a good understanding of the effect of industrial pollution on the
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(A)

Disagree (D) (SD)

environment after going gout to visit some industries. 3 going out on fieldtrip is very stressful for me when learning this topic 4 I enjoy staying in the class to learn this topic 5 I do not enjoy doing my report writing on the topic after the field-trip 6 I consider staying in the class to learn this topic, non- stressful 7 I do not always go out on field trip when learning this topic (industrial pollution)
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I do not enjoy participating in class when learning this topic

I find this topic industrial pollution very boring when in class

10

I seldomly go to waste dump sites when learning this topic strongly agree

WORKERS EVALUATION QUESTIONNAIRE (WEQ) INTRODUCTION

This worker Evaluation Questionnaire (WEQ) is for research purpose.
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It is intended to elicited responses from you.

Please kindly respond to the question the information obtained will be used only for research purpose so feel free to make appropriate response as truthfully as possible. This questionnaire is made up of two sections. Section A is a Workers demographic data questionnaire while section B is Workers evaluation questionnaire (WEQ). Thick ( ) on the option which best suit your response. The options against each statement are: Strongly Agree, (SA) Agree (A), strongly disagree (SD), Disagree (D). SECTION A (WORKERS BIODATA) 1. Title Mr. / Mrs. / Dr/ Prof/ Chief/ (underline the appropriate title. 2. 3. 4.
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Company Age Sex

5. 6.

Working Experience Qualification

SECTION B
S/N Response Items Strongly Agree Strongly Disagree Agree (SA) 1 My company uses substances/chemicals that may have effects on the health of people in the environment. 2 I use chemicals that may be hazardous the environment. 3. I always take safety precautions when I am working by obeying safety rules so as not to harm
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(A)

Disagree (D) (SD)

myself or the environment. 4. There is always a safety on site to make sure the workers follow the best safety practice so as not to destroy the environment while working 5. My company provided a recycling facility in the company and community where it is located to recycle waste material 6. My company activities involves the release of chemicals/substances
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into the soil or water bodies around the place of work which may be harmful to the environment 7. My company flares gas that may be harmful to the environment. 8. My company make use of equipment that release lots of loud sound which may be harmful to the people who live near the company. 9. My company do not carryout routine cleaning exercise of the environment after very project.
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