LEVEL OF AWARENESS TOWARDS CLIMATE CHANGES AMONG GRADE

12 LEARNERS AT ALABEL NATIONAL HIGH SCHOOL

Thesis Proposal
Presented to our Research Adviser
Alabel National High School
Alabel Sarangani Province

In Partial Fulfillment of the Course requirements

For the 1st Semester

LOTHER P. BULOTANO

OCTOBER 2017
 CHAPTER 1
THE PROBLEM AND ITS SETTING

Introduction
Climate includes patterns of temperature, precipitation, humidity, wind and

seasons. "Climate change" affects more than just a change in the weather; it

refers to seasonal changes over a long period of time. These climate patterns

play a fundamental role in shaping natural ecosystems, and the human

economies and cultures that depend on them. Because so many systems are

tied to climate, a change in climate can affect many related aspects of where and

how people, plants and animals live, such as food production, availability and use

of water, and health risks (Rosary, 2011).

Atmosphere is generally characterized as the "normal climate" in a place.

It incorporates examples of temperature, precipitation (rain or snow), stickiness,

wind and seasons. Atmosphere designs assume a central part in forming

characteristic environments, and the human economies and societies that rely

upon them. In any case, the atmosphere we've generally expected is not what it

used to be; on account of the past is never again a solid indicator without

bounds. Our atmosphere is quickly changing with troublesome effects, and that

change is advancing speedier than any found over the most recent 2,000 years

(Department of Ecology State of Washington, 2008).

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Statement of the Problem

This study seek to determine the Level of Awareness towards Climate

Change among Grade 12 Learners. Specifically; this study will answer to the

following questions.

1. What is the Level of Awareness towards Climate Change among Grade 12

Learners in terms of,

a. Causes;

b. Effects; and

c. Preventive Measures?

2. What implications can be draw from the findings of the study?

Significant of the Study

This study on the level of Awareness towards Climate Change among

Grade 12 Learners in Alabel National High School will show significance to the

following:

Department of Education. This study enable them to determine how to deliver the

efficient, effective within its vision and mission of the agency, also the results of this

study will give them information and idea which can help them to think better

towards Climate Change.

To the Administrator office. This study will help them to determine how the

students know about climate change. It is also the Educator’s role to give them

information regarding climate change.

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To the Students. This study will help them to examine themselves on how will they

are equipped with the knowledge about climate change. As students, they also have

the roles in protecting the environment, and it starts with awareness.

To the researchers. This can be a ready reference and guide for their future

studies on the Level of Awareness towards Climate Change.

Scope and Delimitation

This study will be delimited to the study on the level of Awareness towards

Climate Change among Grade 12 Learners, about climate change in terms of the

causes, effects and prevention.

The respondents of this study are 10 learners per section from Pollux,

Polaris; Aldebaran; Arcturus; and Betelgeuse; this study will be conducted at Alabel

National Senior High School, (2017-2018).

Definition of Term

For the better understanding of this research paper, the following terms are

defined conceptually and operationally:

Level of Awareness. Operationally, is the state or ability to perceive, to feel, or to

be conscious of events, objects or sensory patterns. In biologically psychology,

awareness is defined as a human’s or an animal’s perception and cognitive reaction

to a condition or event.

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Climate change. Operationally. Defines as a change in worldwide or territorial

atmosphere designs, specifically a change obvious from the mid to late twentieth

century on wards and credited to a great extent to the expanded levels of

environmental carbon dioxide created by the utilization of non-renewable energy

sources conceptually.

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 INDEPENDENT VARIABLE DEPENDENT VARIABLE

Climate Change.

1.1 Causes; Level of Awareness

of the Grade 12
1.2 Effects;
learners about Climate
1.3 Solution; and Change.

1.4 Prevention?

Figure 1.Conceptual framework of the study.

Figure 1. Shows the conceptual frameworks of the study. The relationship

between Independent Variable Climate Change and level of awareness of the

Grade Twelve Learners in Alabel National High the dependent variable of the

study.

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 CHAPTER II
Review of Related Literature and Studies
This chapter presents the review of related literature of the study, and the

conceptual framework of the study.

Related Literature

Local

In determining the number of respondents, the researcher used the

Slovin‟s formula with a 5% margin of error. As a whole, the Grade 10 students of

Kabacan National High School had a population of 366 while the University

Laboratory School had 120. By means of the formula mentioned, the computed

number of respondents is 219: 165 from Kabacan National High School and 54

from the University Laboratory School. In selecting the respondents, the

researcher used simple random sampling through draw lots method

( Cacundangan, et, al 2017).

The data of the study were tabulated and interpreted using frequency

counts, mode, percentages, weighted mean, and ttest analysis. To determine the

level of students‟ knowledge on basic concepts, causes, effects and mitigation,

score range was used (below 20% is low; 40%-59% is average; 60%-79%) is

high and 80% above is very high) ( Cacundangan, et, al 2017).

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 On the other hand, S8, S10, 11, S13, 14 tested respondents' knowledge

on the El Niño Southern Oscillation, definition of weather and climate, the energy

responsible for greenhouse effect, composition of greenhouse gases, and

attribution of ozone hole to greenhouse effect. More than half (73%-78%) of the

students incorrectly answered “definitely true” that it is the case El Niño is one of

the seasonal variations and multi-year cycles of climate that produces warm,

cool, wet, or dry periods across different regions and is a natural part of climate

variability. They do not represent climate change [17]. Though this was given

great emphasis in the K-12 Science Teacher‟s and Learner‟s Guide for Grade 9

(pg. 56-57) ( Cacundangan, et, al 2017).

Foreign

Climate change, hitherto considered by many as a myth is now a hard-felt

reality (Intergovernmental Panel on Climate Change, 2013). Countries like

Bangladesh have started facing the impacts of climate change in the forms of

temporal shifts in recurrent climatic events such as excessive rainfall, elevated

summer temperature, changes in tidal regimes and heights etc. Climate change

is considered as the most expansive global environmental (Intergovernmental

Panel on Climate Change, 2007).

The Intergovernmental Panel on Climate Change have reported on

successive occasions irrefutable evidence of increased atmospheric and ocean

temperatures, causing increased melting of snow and ice and a resulting rise in

sea levels. This rise in global temperatures is attributed largely to greenhouse

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gas emissions from fossil fuel consumption and it is expected that a continued

and increasing rise in temperatures will occur (Intergovernmental Panel on

Climate Change, 2007; Intergovernmental Panel on Climate Change, 2013).

Under these conditions, capacity to deal with the consequences of climate

change or our abilities of ‘adaptation’ has become central to policy responses

globally. An individuals or communities capacity to adapt to these changes

becomes central to mitigating and adapting to the effects of climate change,

Climate change education is seen as a valuable tool to increase climate change

awareness and adaptive capacity in society broadly. Within this context, an ability

to improve future knowledge of climate change within a society could be

improved by understanding the current levels of awareness about this topic.

Consequently, an understanding of how to improve climate change education

and tackle any possible miss-information currently in circulation can be obtained

(United Nations Framework Convention on Climate Change, 2012; United

Nations Framework Convention on Climate Change, 2014; Organization for

Economic Cooperation and Development, 2009).

Education and the general dissemination of climate change knowledge

has traditionally been of low priority globally (Organization for Economic

Cooperation and Development, 2009). However, more recently, adaptation has

come to be considered crucial within the broader context of sustainable

development and within this space there has been an increasing recognition of

the need to improve climate change awareness and education to enhance the

capacity of people and communities to adapt to climate change (United Nations

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Framework Convention on Climate Change, 2014; Organization for Economic

Cooperation and Development, 2009; Eriksen et. al., 2009; Marshall et al, 2013).

Article 6 of the United Nations Framework Convention on Climate Change

(United Nations Framework Convention on Climate Change, 2014) calls on

countries to promote and facilitate education and public awareness of climate

change. The encouragement of behavioral change through the dissemination of

knowledge in education is emerging as a fundamental aspect of coping with

climate change (United Nations Framework Convention on Climate Change,

2014; Organization for Economic Cooperation and Development, 2009; Marshall

et al, 2013).

Education development and the foundations for curricula are best

designed around an understanding of students’ preconceptions. Current studies

with a focus on students’ awareness of climate change have shown a variety of

results. These results indicate considerable confusion about the concepts of ‘the

greenhouse effect’ and ‘global warming’; the causes and impacts of climate

change, as well as the methods through which climate change mitigation and

adaptation can occur (Dawson & Carson, 2013; Shepardson et al, 2011; Kilinc et

al, 2008; Owolabi et al, 2012). Despite some research in this area, there is a

strong need to gain an understanding of current climate change awareness and

to update curricula to educate teachers and in turn, students.

The earth’s climate is dynamic and always changing through a natural

cycle. However, what the world is more worried about is that the changes that

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are occurring today have been speeded up because of human activities

(Okebukola & Akpan 2009). Remarked that human have been changing their

environment in very significant ways ever since they learn how to hunt with

weapons, domesticate animals and farm crops, in addition to human modernized

transportation and industrial system, which facilitate easy movement and

production (Uzochi 2009).

The increase rate of climate change has severe consequences associated

with it such as desertification, drought, temperature rise, low agriculture yield,

drying up of water bodies, flooding among others (Oruonye, 2011).

Enumerated the effects of climate change to include melting of the polar

ice which could lead to rise in sea level. The rise in sea level could cause flood

disaster (which can wash away farmland and crops, in addition to rendering the

affected people homeless) (Igwebuike, et. at. (2009).

The rise in temperature as a result of climate change could lead to

drought, desertification, declining water table, loss of some plant and animal

species, low crop yield and outbreak of climate related diseases like malaria and

meningitis (Ekezie, 2010).

These consequences of climate change according Intergovernmental

Panel on Climate Change could persist for longer time as a result of human

continuous emission of greenhouse gases into the atmosphere

(Intergovernmental Panel on Climate Change, 2007).

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 That human continuous perpetuation of acts that caused the excessive

emission of greenhouse gases such as bush burning, indiscriminate cutting down

of trees (deforestation), constant burning of fossil fuel among others, depends on

the extent to which they are aware that their activities contribute to climate

change (Omotosho, 2007), (Ishaya & Obaja, 2008), and (Anyadike, 2009).

Awareness as the condition of being aware and able to understand what is

happening around one. Awareness is the state or ability to perceive, to feel or to

be conscious of events, objects or sensory patterns (chinedu, 2008). Awareness

means having idea of the existence of something. In relation with the above

views, equates awareness with knowledge of, understanding of, appreciation of,

recognition of, attention to, perception of, conscious of, acquaintance with,

enlightenment with, mindfulness of, cognizance of, something (Wikipedia, 2009).

Attempt has been made to increase students’ awareness and attitude

towards climate change in secondary schools. For example, climate and general

environmental related contents like our environment, physical environment,

sanitation, pollution, natural and manmade environmental hazards, deforestation,

population, effects of industrial concentration, composition of atmospheric gases,

weather and climate, classification of climate, major climate types of the world,

were infused in most secondary school subjects like Geography, Chemistry,

Physics, Biology, Agriculture, and Social Studies. These contents and subjects

are veritable means of promoting climate change awareness and attitude of

secondary school students in Nigeria. With respect to the above, noted

secondary school teachers have been inculcating climate change contents

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infused into their respective subjects to the students with the intention of

increasing their knowledge of climate change as well as influencing their attitude

positively towards solving the problems of climate change (Ishaya & Abaje,

2008).

Schools through classroom instructions are making effort to create

awareness on major environmental problems like climate change (Againde,

2006). Shared the view that the curriculum contents of most secondary school

subjects could be effectively used to promote awareness of environmental

problems as well as positive attitude towards solving the environmental problems

(Chinedu, 2008 and Ofoebe, 2009).

Attitude is an acquisitioned tendency. Further that pupil’s form attitude

through either like or dislike, favorable or unfavorable (Abini, 2006).

These expectations could influence the way individual perceived

environmental problems like climate change. Discussing on gender and

environmental relations stressed that gender is an important variable in

environmental discussion, females appear to be closer to the environment than

their male counterparts in the sense that they need forest for food generation as

well as for fuel wood used for cooking (Ekezie, 2010). However, while the

females relate with the environment in a friendly manner than their male

counterparts. That is, the females merely engaged the environment for

agricultural purpose while males engaged the environment for different purposes

which are more serious such as falling forest trees for timber, clearing forest for

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construction of road, building of houses and factories amongst others (Chinedu,

2008).

Related Studies

Local

This study determined the level of awareness of the students on climate

change, its impacts and their mitigation practices, making use of a descriptive

research design with open and closed-ended statements administered to 500

randomly chosen College of Teacher Education students of CSU during the S.Y.

2012-2013. Data elicited from the questionnaire were analyzed using frequency

counts, percentages, and weighted means. The respondents have a low level of

climate change awareness, and reported impacts include changes in rainfall

patterns in the locality, excessive heat and lower incidence of strong typhoons

during the past few years. Proper waste disposal, tree planting, inclusion of

climate change topics in the school subjects and wider researches along

adaptation practices are among the popular mitigation practices identified. This

study concludes that the impacts of climate change are not always negative. The

change has led the people to adopt new technologies, crops and livestock that

gave them even a higher income. New cropping patterns and production

technologies must be studied to suit to the new weather condition (Ouano, 2013).

Eastern Visayas is constantly experiencing a series of calamities since the

tragic mudslide in the community of Guinsaugon Saint Bernard, Southern Leyte

in 2006. As a result, the state of calamity declared in almost every part the

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country due to heavy rains that devastated agriculture, livestock and properties.

This study was conducted to assess the level of the community officials’ related

awareness on climate change, more particular on its cause and effect, thought

and belief, and the course of action through community ordinances related to

climate change. The study utilizes the descriptive survey method of research.

Data was analyzed and interpreted using weighted mean and percentages to

describe the level of awareness of the elected officials towards climate change.

Majority agreed that climate change is happening and presently affecting the

people in the community. Thought of respondents towards climate change is

highly coupled with religious thinking. Actual state of affairs (situation) is the

priority of the community officials leading to the inaccurate expectation of the

long term effect of climate change. Community officials’ awareness on the

causes and effect of climate change is observable but limited on vulnerability and

adaptation (Garcia, 2017).

Climate change is definitely upon us.  You don’t need to have a scientific

mind to realize this, as recent natural calamities have shown in the Philippines,

which also swept through some parts of Southeast Asia causing hundreds of

casualties and losses to the economy: Typhoons Ondoy (International name:

Ketsana) and Pepeng (Parma) in 2009 that flooded Metro Manila; Sendong

(Washi) in 2011 which was recognized as the world’s deadliest storm in 2011;

and Pablo (Bopha) in 2012.  Certainly, this is a little discomforting and makes us

a little bit apprehensive about our future. To lessen our anxiety about this

phenomenon, it helps to ask questions and get answers. It’s also good to know if

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something is being done to address the problem – and know that it is being done

right ( SERING, 2013).

Foreign

The Arctic is now experiencing some of the most rapid and severe climate

change on earth. Over the next 100 years, climate change is expected to

accelerate, contributing to major physical, ecological, social, and economic

changes, many of which have already begun. Changes in arctic climate will also

affect the rest of the world through increased global warming and rising sea

levels. Impacts of a Warming Arctic is a plain language synthesis of the key

findings of the Arctic Climate Impact Assessment (ACIA), designed to be

accessible to policymakers and the broader public. The ACIA is a

comprehensively researched, fully referenced, and independently reviewed

evaluation of arctic climate change. It has involved an international effort by

hundreds of scientists. This report provides vital information to society as it

contemplates its responses to one of the greatest challenges of our time. It is

illustrated in full color throughout (Arctic Climate Impact Assessment, 2005).

Global climate change is predicted to adversely affect agriculture, which

provides the principle source of income for the world’s poor populations. A large

body of country-level studies have confirmed that the impacts on agriculture due

to changes in precipitation patterns and water stress caused by warming

temperature are expected to be negative, with the most severe losses occurring

in Africa, Latin America, and India. Climate change thus poses a serious threat to

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food security, in particular among populations in low-income countries (Jacoby et

al. 2010).

Effective adaptation in the agricultural sector is increasingly recognized as

a critical policy component for reducing vulnerability and mitigating adverse

climatic impacts (Wang et al. 2009).

Awareness of changing weather patterns, people in Africa, are particularly

misinformed about global climate change (Godfrey et al., 2009; Taderera, 2010).

The low level of awareness on climate change across sub Saharan African

countries is attributed to limited awareness campaigns on one hand and the fact

that African countries have got too many problems ranging from poverty to

political conflicts on the other hand hence climate change is never a priority issue

(United Nations Framework Convention on Climate Change, 2007; United

Nations Development Programme, 2007).

Just like in most African countries, the majority of Kenya’s population is

unaware of climate change, but are concerned about food insecurity and the

recurrent droughts and floods in the country (Otieno, Pauker and Maina, 2009;

Gok, 2010).

Perception of climate change as a threat across the world has been

increasing over the years thanks to the severity and increased frequency of

climate change impacts but it is still not considered a priority environmental issue

especially in the developed countries (Leiserowitz, Kates and Parris, 2005;

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Leiserowitz, 2006; (United Nations Development Programme, 2007); Pew

Research Centre, 2013).

Various studies show that people in developing countries are more likely

to perceive climate change as a threat (Pew Research Centre, 2006; Godfrey et

al., 2009). Contrary results were, however, states that climate change is more

likely to be perceived as a serious problem in the developed world than in

developing countries, despite developing countries being the most vulnerable to

climate change impacts (Pugliese and Ray, 2009).

Even as resources are put together to mitigate climate change, there is

need to educate people on what climate change really is. Increasing people’s

awareness on climate change through education is an important measure to

persuade people at all levels in the community to play an active role in mitigating

and adapting to climate change. Consequently, Kenya is considering a revision

of its school curricula to include climate change knowledge at all levels as

demonstrated in the NCCAP 2013-201. Before, integrating climate change

knowledge into school curriculum, especially at primary school level, it is

paramount to assess the teachers’ level of awareness and perception of climate

change since this is likely to influence how teachers conduct knowledge transfer

in the classroom. Whereas attempts have been made to assess the level of

climate change awareness among Kenyans in general as documented in very

little if any have been done to investigate the level of climate change awareness

among teachers. This study was designed to fill this gap by assessing the level of

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climate change awareness and perception among primary school teachers in

Kisumu Municipality (RoK, 2013), (GoK, 2010) and (Otieno, et. Al., 2009).

The global campaigns for dealing with climate change, including the

United Nations Framework Convention on Climate Change and its Kyoto

Protocol, have emphasized the significant impacts made by general public and

key stakeholders to deal with alleviation of climate change effects. It is quite

evident that governments are only responsible for a small amount of greenhouse

gas emission, hence they should direct businesses, communities and individuals

to modify their practices to help reduce emissions and enhance sustainability

(UNITED NATIONS ENVIRONMENT PROGRAMME, 2006).

Bangladesh’s vulnerability to climate change is now universally

acknowledged. In the last 30 years, the country has experienced nearly 200

climate-related disasters including drought, extreme temperature, floods, and

storms. These events have killed thousands of people, destroyed homes and

livelihoods, and cost approximately $16 billion in damages (Oxfam International,

2011).

Surveys of affected communities conducted at different intervals of time

can capture people’s perceptions of climate change and climate governance as

well as changes in those perceptions. This understanding can provide a

perspective on the impact that the significant amount of climate change funding

is having on local communities. In Bangladesh to date, such initiatives have been

very limited. One study, published in European Journal of Economics, Finance

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and Administrative Sciences, was based on a survey of 300 people in Dhaka city

to explore urban citizens’ perception on climate change (Rahman, Haque, &

Khan, 2011).

Warming of the Earth’s climate is leading to changes in precipitation

patterns, alteration of seasonal river flow patterns, and sea level rise, all of which

impact the quantity and quality of water resources (Intergovernmental Panel on

Climate Change, 2014). These impacts will particularly be felt in developing

countries in Africa due to their limited access to adequate information,

technology, institutions, and financial resources, that is, their limited “adaptive

capacity”. Nigeria is in the low human development category based on the

human development index (HDI) ranking with a score of 0.504 and a rank of 152

of the 187 countries analyzed (United Nations Development Programme, 2014).

The country ranks 159 out of 230 countries based on gross domestic

product on a purchasing power parity basis and an adult literacy rate of 51.1%

(Central Intelligence Agency, 2014). The indicators sometimes reflect economic

and human capacity of a country to carry out relevant national practices. By

2020, between 75 and 250 million people in Africa are projected to be exposed to

greater water quantity challenges due to the combined effects of climate change,

population growth, and urbanization. Decision makers should, thus, be

knowledgeable about climate change to ensure implementation of appropriate

policies and programs that minimize the adverse effects and maximize the

beneficial impacts of climate change. Although knowledge does not always

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translate to action, note that knowledge “should be understood as the first step

towards action.”(Stehr and Grundmann, 2012).

There was late onset and early ending of the rainy season in most parts of

the country between 1971 and 2000 (Building Nigeria’s Response to Climate

Change, 2011). However, increase in precipitation intensity has been observed in

some areas. Over the past forty years, there has been a 20% increase in the

volume of torrential rains across various southern states, some of which average

160 inches of rainfall a year (Sayne, 2011).

The country’s coastline is also susceptible to sea level rise (Stehr, 2012).

Water shortage in the face of climate change is a major concern because potable

water is already at a premium across much of Nigeria, although mainly as a

result of poor management, supply failures, and poor water use and conservation

practices (Sayne, 2011, and United Nations Food and Agriculture Organization,

2009). Climate change could exacerbate the already dire situation (Building

Nigeria’s Response to Climate Change, 2011).

The potential reduction in the quantity and quality of water resources in

Nigeria due to the effects of climate change makes it essential for the country to

adapt. Adaptation is the adjustment of systems to actual or expected climate and

its effects and seeks to minimize the adverse effects and exploit the beneficial

opportunities of climate change Intergovernmental Panel on Climate Change,

2014).

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 Chapter III
Research Methodology
This chapter present, the research design, research locale, instrumentation,

respondent of the study, sampling procedure, data gathering procedure and

statistical treatment.

Research Design

Descriptive method of research is extensively used throughout the study

with the use of questionnaire for gathering the data pertinent data. This method

Is deemed appropriate or the study if this nature because the main purpose is to

secure data that will be used to describe present situation particularly with “Level

of Awareness Towards Climate Change among Grade 12 Learners In Alabel

National High School S.Y. 2017-2018.

Research Locale

The researchers will conduct their study in Alabel National High School,

Particularly in Senior High Learners. Hoping that they will give their full

participation and cooperation with honesty and sincerity in answering the survey

questionnaire.

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 The research conducted in Alabel National High School dates back to

1966 when it started to open as Alabel Barangay High School with only eighty-

nine (89) students. Independent from any government subsidy, the school was

then managed by the Parents Teachers Association (PTA) where salaries of

teachers and other operating expenses were taken from the meager income of

the school through parents monthly contributions.

Twenty years later (May 26, 1988), President Corazon C. Aquino signed

into law Republic Act 6655, fully subsidizing all Barangay High Schools by the

National Government; Alabel Barangay High School was then named Alabel

National High School. This paves the way for more teacher item positions, more

classroom buildings and increased enrollment year after year.

Research Instrument

The researcher’s test instrument is presented to the three experts for

validation as shown in appendix B.

Respondents of the Study

The respondents of this study are 20 from Pollux, 20 from Aldebaran ; and 20

from Betelgeuse; this study will conducted at Alabel National Senior High School

(2017-2018).

Table. 1 Respondents

Section/Year No. Of Respondents Total No. of Respondents

1. Aldebaran 41 10

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 2. Arcturus 60 10

3. Betelgeuse 49 10

4. Pollux 25 10

5. Antares 52 10

6. Polaris 48 10

Total 275 60

Sampling Procedure

Stratified Random is used to determine the number of respondent. Since

there are 275 Learners, only 60 were chosen as the respondents. Papers with

student’s names for the lottery after picking 60 rolled paper, the respondents

were determined.

The gathered data are tabulated accordingly and were subjected to

statistical treatment so that they could be properly analyzed and interpret

accordingly, conclusion were made based on the finding allowing the researcher

to justify the recommendation.

Statistical Treatment

The data are will be gathered analyzed and interpreted using the mean of

responses of the respondents of the variables here in the Statement of Problem.

To determine the Level of Awareness towards Climate Change among Grade 12

to determine there is significant relationship between the Level of Awareness

towards Climate Change among Grade 12 mean ranked was used.

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24 | P a g e
 Sample Evaluation Form
Alabel National High School
Method of Research
Level of Awareness towards Climate Change among Grade 12 Learners
At Alabel National High School

Name (Optional):____________________ Age:____

Major:____________ Gender:____
The following statement are supposed to describe and perceive the Level
of Awareness towards Climate Change among Grade 12 Learners At Alabel
National High School. Indicate your level of AWARE or UNAWARE to each item
with a check (√) on the appropriate Row column. Use the guide below.

Legend
Scale Interpretation
5 - Strongly Agree
4 - Agree
3 - Slightly Agree
2 - Disagree
1 - Strongly Disagree

5 4 3 2 1
CAUSE OF CLIMATE CHANGE
1. Water vapor in the atmosphere contributes the most to natural
greenhouse warming.
2. The rising level of greenhouse gas emissions from power plants, air
conditioners, and automobiles adopt global warming.
3. Methane from rice paddies, both ends of cows, rotting garbage in
landfills, mining operations, and gas pipelines.

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4. Burning plastics contribute to depletion of ozone layer.
5. The use of chlorofluorocarbon (CFC's) and similar chemicals, create
problem in ozone depletion.

EFFECTS OF CLIMATE CHANGE:

On Environment:

1. Coastal areas will become vulnerable to storm surges as sea level rises.

2. Intensified droughts and floods associated with El Niňo events in many

different regions.
3. Animals species will migrate or disappear in response to change in
climate.
4. Increase electric cooling demand and energy reliability.

5. Decrease water resource quantity.

On Human:

1. Increase risks to human life and health.

2. Increase property and infrastructure losses.

3. Decrease agricultural and range land productivity in drought- and flood-
prone regions.
4. Shift in tourist destinations.

5. Decrease hydro-power potential in drought-prone regions. 1.

PREVENTION OF CLIMATE CHANGE

1. Stop cutting down trees.

2. Don't let heat escape from your house over a long period..

3. Take a shower instead of a bath.

4. Use less hot water.

5. Buy organic foods as much as possible.

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 REFERENCES
Anyadike, Rerk .N.C. (2009). Climate change and sustainable development in
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for national development. Enugu forum policy paper 10; African
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Arctic Climate Impact Assessment, (2005),”Impacts of a Warming Arctic -Arctic
Climate Impact Assessment”, Cambridge, UK: Cambridge
University Press.
Building Nigeria’s Response to Climate Change, (2011). National Adaptation
Strategy and Plan of Action on Climate Change for Nigeria; Building
Nigeria’s Response to Climate Change (BNRCC) Project; BNRCC:
Ibadan, Nigeria.
Carr, Paul; Buggy, Conor J.; McGlynn, G ale, (2015) ‘ Climate change
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