STUDENTS’ ATTITUDE TOWARDS FORESTS AND TREE PLANTING

ACTIVITIES: A CASE STUDY OF EGERTON UNIVERSITY

SAMUEL M. NGEI

N11/51008/11B

BSc. NARE MGT.

A Research Project Report Submitted as Partial Fulfillment for Award of Degree of

Bachelor of Science in Natural Resources Management of Egerton University

July 2015

ii

DECLARATION AND RECOMMENDATION

I declare that this is my original work and has not been presented for examination for an

award of Degree in any other University.

Name: Samuel M. Ngei

Reg. No: N11/51008/11B

Signature:

Date:

This Research Project Report was submitted for examination with my approval and

recommendation as the University supervisor.

Signature: Date:

NGODA B.J.M.

Lecturer

Department of Natural Resources

Egerton University

iii

DEDICATION

This Research Project Report is dedicated to my family, my dear friends and all colleagues

and most so my supervisor, who were greatest blessing and source of encouragement

throughout my research process. Almighty God bless them abundantly.

iv

ACKNOWLEDGEMNET

I am grateful to the Almighty God for His unfailing love, provision, protection and unmerited

mercy, for he is the source of all knowledge. My sincere thanks go to all lecturers and staff of

Egerton University for their support in this research project report.

I profoundly salute Ngoda B.J.M., Lecturer and Consultant Egerton University in the

department of Natural Resources for his unwavering support and advice during the research

period.

v

ABSTRACT

Students’ attitude towards forests and tree planting activities affects their awareness and

readiness to conserve our environment, particularly forests. Their participation in tree

planting activities is something to bother amongst natural resources conservationists and

other environmental custodians. This study investigated the attitude of students in Egerton

University towards forests and tree planting activities. The research design used was

descriptive whereby a cross-sectional survey was conducted. The sampling frame comprised

of 318 students. Primary data was collected using stratified questionnaires. Data was

analyzed using the Statistical Package for Social Sciences (SPSS) and descriptive analysis

was also used to present data. The findings showed that the students’ attitude towards forests

and tree planting had no significant difference with respect to gender. However, there was a

significant difference observed in students’ attitude towards forests and tree planting in terms

of their up bring and respective courses. These results called for creation of awareness about

the importance of planting trees and conserving forests among the university students.

Environmental education should be given shape to provide students to accept responsibility to

preserve forests.

vi

TABLE OF CONTENTS

DECLARATION AND RECOMMENDATION ...................................................................... ii

DEDICATION ......................................................................................................................... iii

ACKNOWLEDGEMNET ........................................................................................................ iv

ABSTRACT ............................................................................................................................... v

TABLE OF CONTENTS .......................................................................................................... vi

LIST OF TABLES ................................................................................................................. viii

ACRONYMS ............................................................................................................................ ix

CHAPTER ONE ........................................................................................................................ 1

1.0 INTRODUCTION ....................................................................................................... 1

1.1 Background of the Study ......................................................................................... 1

1.2 Statement of the Problem ............................................................................................. 2

1.3 Broad Objective ....................................................................................................... 2

1.4 Specific Objectives .................................................................................................. 2

1.5 Research Questions.................................................................................................. 2

1.6 Justification of the Study ......................................................................................... 2

1.7 Scope of the Research .............................................................................................. 3

1.8 Assumptions of the Study ........................................................................................ 3

1. The respondents understood the questions asked on them ............................................. 3

2. Respondents had sufficient self-awareness to provide the necessary information ......... 3

3. Respondents answered honestly and did not deliberately falsify their responses. ......... 3

2.0 LITERATURE REVIEW ................................................................................................ 4

2.1 Concept of Attitude ................................................................................................. 6

2.2 Attitude and Level of Knowledge ........................................................................... 6

2.3 Conceptual Framework ............................................................................................ 7

CHAPTER THREE ................................................................................................................... 8

3.0 METHODOLOGY ...................................................................................................... 8

vii

3.1 Study Area ............................................................................................................... 8

3.2 Research Design ...................................................................................................... 8

3.3 Sample Size And Sampling Procedure .................................................................... 8

3.4 Data Collection ........................................................................................................ 8

3.4.1 Data Analysis ....................................................................................................... 9

CHAPTER FOUR .................................................................................................................... 10

3.0 RESULTS.................................................................................................................. 10

CHAPTER FIVE ..................................................................................................................... 13

5.0 DISCUSSION ........................................................................................................... 13

CHAPTER SIX ........................................................................................................................ 14

6.0 CONCLUSION AND RECOMMENDATIONS ..................................................... 14

6.1 Conclusion ................................................................................................................. 14

6.2 Recommendations ...................................................................................................... 14

References ................................................................................................................................ 15

viii

LIST OF TABLES

Table 1: t-test results of attitude towards forest scale scores with respect to gender .............. 10

Table 2: ANOVA results of students’ attitude towards forest and tree planting activities in

regard to their course ............................................................................................................... 10

Table 3: ANOVA results of students’ attitude towards forests and tree planting scale scores

with respect to their up bring ................................................................................................... 10

Table 4: Results on responses made on either one likes or dislikes tree planting activities .... 11

Table 5: Results on responses made on whether one would plant and manage trees if were

given tree seedlings .................................................................................................................. 11

Table 6: Actions ever taken as a commitment to tree planting activities ................................ 11

Table 7: Results on responses on ever participated in tree planting activities and at what level

.................................................................................................................................................. 12

ix

ACRONYMS

FAO- Food and Agriculture Organization

FRA- Forest Resource Assessment

IUCN- International Union for Conservation of Nature

GIS- Geographic Information System

1

CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of the Study

Forests are important in many aspects. They serve ecosystem functions which is the

capacity of natural processes and components to provide goods and services that satisfy

human needs either directly or indirectly. Based on ecosystem functions four primary groups

of functions emerge i.e. regulatory functions which involve functions that relate to the

capacity of natural and semi-natural ecosystems to regulate essential ecological processes and

life support systems through biochemical cycles and life support processes like climate

regulation and gas regulation. Habitat functions where forests provide refuge and a

reproduction habitat to wild plants and animals and thereby contribute to the conservation of

biological and genetic diversity and the evolutionary processes. Forests are also important in

production functions in that photosynthesis and nutrient uptake by autotrophs convert carbon

(IV) oxide, water and nutrient units into a wide variety of carbohydrate structures which are

then used by secondary producers to create a large variety of living biomass. Forests also

serve as sources of information. Since most of human evolution took place within the context

of an undomesticated habitat, natural ecosystems provide an essential reference point and

contribute to the maintenance of human health by providing opportunities for reflection,

spiritual enrichment, cognitive development, recreation and aesthetic experiences. (Rolston &

Coufal, 1999).

According to FAO, assessments have shown many years that the area of the world’s

forests is diminishing. Estimates have become more reliable over repeated assessments,

particularly with the recent agreement that FRA 2005 uses one definition for forest.

According to current estimates (FAO, 2007) most of the world’s forests are converted to

other uses (i.e. deforested) each year and at the same time large areas are reverted to forests,

but still leaving a net annual loss of the forest.

Kenyan forests face serious problems. For example, inappropriate management

policies, forest fires, illegal lumbering and turning forest areas into construction and

farmlands, etc. Kenya with agriculture inevitably increases the pressure on forest areas.

Environmental education is the process of reorganizing values and clarifying concepts

in order to develop skills and attitudes necessary to understand and appreciate the

interrelatedness among man, his culture and his biophysical surrounding. It also entails

2

practice in decision making and self- formulation of code of behavior about issues concerning

environmental quality (IUCN, 1970). Good environmental education like any good education

must lead students out and on from their immediate perceptions and to experience a wider

understanding.

1.2 Statement of the Problem

Students’ attitude towards forests and tree planting activities is something to bother

about since majority doesn’t like participating in such activities, particularly ones organized

by the Department, Faculty and the University at large. This called for the study on the

attitude of students towards forests and tree planting activities since these are the people

expected to impart more with their knowledge to the society on the conservation of the

environment especially through tree planting and tending tree stands to increase the amount

of forest cover.

1.3 Broad Objective

To appraise the students’ attitude towards forests and tree planting activities organized by the

Department, Faculty and the University as a whole

1.4 Specific Objectives

1. To study the students’ attitude towards forests and tree planting along gender line.

2. To investigate the relationship between students’ attitude towards tree planting

activities and their up bring.

3. To investigate the relationship between students’ attitude towards forests and tree

planting activities and their respective courses

1.5 Research Questions

1. Does students’ gender affect the attitude towards forests and tree planting?

2. Does students’ up bring have any relation with the attitude towards forests and tree

planting?

3. Does the students’ course affect their attitude towards forests and tree planting

activities?

1.6 Justification of the Study

Determination of students’ attitude towards forests and tree planting activities was

foreseen as a probability to build roadmap for the future of forests conservation and an

important reference in shaping forests education. When determining attitudes related to

forests, subjects such as utilization of forests, conservation of naturalness of forests and

3

sustainability are emphasized. Determination of individuals’ attitude towards these problems

will help the sustainability of our national forests.

1.7 Scope of the Research

This study was limited to Egerton University, Njoro Campus. The respondents were

students of the University in session during the time of research. The study focused on the

students’ attitude towards forests and tree planting activities and the factors affecting the

attitudes. The factors studied included students’ gender, up bring, courses, perception on

forests and tree planting activities and their awareness of forests conservation. Data was

collected in the evening to ensure the availability of respondents in their respective hostels.

1.8 Assumptions of the Study

1. The respondents understood the questions asked on them

2. Respondents had sufficient self-awareness to provide the necessary information

3. Respondents answered honestly and did not deliberately falsify their responses.

4

CHAPTER TWO

2.0 LITERATURE REVIEW

A review of earlier research on urban forestry reveals that most studies have

examined mainly public attitudes toward urban forestry from an aesthetic perspective and

people’s perception of the associated benefits. Questions regarding people’s willingness to

participate in tree planting activities, or if they consider them as the government’s (local,

state, or federal) responsibility still remain unanswered. For instance, Gooch (1995), Kellert

(1979, 1980), Rauwald & Moore (2002), and Scott and Willits (1994), advanced the

understanding of public attitudes towards the environment while Manzo and Weinstein

(1987), Martinez and McMullin (2004), Pearce (1993), and Yen, Boxall, and Adamowicz

(1997) provided insights about individual behavior to volunteer for environmental

improvement activities.

Sullivan (1994) investigated citizens’ perception of and preferences for natural and

developed settings in the rural–urban fringe in Washtenaw County, Michigan, where farmers,

township planning commissioners, and other citizens were asked to rank 32 pictures taken at

the rural–urban fringe. The results indicated that settings including farm and forest were

preferred, and housing developments with mature trees were preferred over development with

few trees. Likewise, Tyrväinen, Ihalainen, Vuorela, and Kolehmainen (2001) evaluated the

students’ attitudes toward and perceptions of the impacts on scenic beauty and recreational

value of forest practices.

Five different management practices—clear cutting, thinning, removal of

undergrowth, natural state, and traditionally managed cultural landscape and two evaluation

methods visual presentation (pictures produced by image-capture technology) and verbal

questions—were used. Scenic beauty and recreational value were assessed from slides in

which management measures were presented by the pair-wise comparison technique. The

results indicated that scenic beauty and recreational preferences differ considerably from each

other.

Balram and Dragicevic (2005) measured the dimensions of students’ attitudes toward

green spaces. Geographic information systems (GIS) techniques and informal interviews

were used to generate complementary insights about the spatial and non-spatial factors

influencing attitudes toward urban green spaces. Affinity analysis was used to aggregate the

issues into three homogeneous categories that in turn guided the construction of questionnaire

items. Factor analysis and reliability analysis were applied to the items set to create a valid

5

attitude measurement scale. The analysis showed that households were characterized by a

two-factor attitude structure toward urban green spaces: behavior and usefulness. It was

concluded that green spaces attitude is a multidimensional construct.

Ozguner and Kendle (2005) examined the University students’ attitudes toward

naturalistic landscapes in contrast to more formal designs on green spaces. Attitudes of the

students’ were investigated using a site-based questionnaire survey in contrasting two green

spaces of Sheffield, United Kingdom. The results showed that the students’ perceived nature

or natural in two ways in different contexts as the opposite of formal in a park context and as

the opposite of the built-up environment in a town and/or citywide context. Results indicated

that the students’ preferred both types of natural areas in an urban setting for different

reasons; in addition, design styles seemed to have an influence on preferences. Summit and

McPherson (1998) found that shade and appearance played more of a role in the decision to

plant trees than did concerns about energy savings and environmental benefits.

Lohr, Pearson-Mims, Tarnai, and Dillman (2004), who surveyed residents of the

largest metropolitan areas in the United States about the benefits and problems of trees in

urban areas, found that the ability of trees to shade and cool surroundings was the highest

ranked benefit. Their potential to help people feel calmer was ranked second highest.

Potential problems such as causing allergies were bigger concerns than were financial issues.

People who strongly agreed that trees were important to their quality of life rated the benefits

of trees more highly than people who did not strongly agree. Responses varied slightly based

on demographic factors. The general public, not just the people who volunteer for tree

programs, were strongly positive toward trees in cities. Fraser and Kenney (2000), who

conducted a similar study for Canadian cities, found how public attitudes varied across

cultures. Their results indicated that the British community reacted in most positive terms and

expressed the greatest willingness to pay to plant shade trees and had the most shade trees per

square meter on their properties.

In contrast, the Chinese community showed the least yard maintenance compared to

other communities and indicated that they did not want to add trees to their property. Italian

and Portuguese communities emphasized fruit trees and vegetable gardens. Gorman (2004)

found that there was a statistically significant difference in residents’ opinions depending on

whether there was a tree planted in front of their house. Thompson et al. (1999) developed a

model to predict the value added by forest conditions on small wild land interface properties

and found that contributions varied from 5% to 20%. Lorenzo’s et al. (2000) work could

probably be the only one that looked into factors explaining public support for urban forestry

6

programs. This study assessed residents’ willingness to participate in forest preservation in

Mandeville, Louisiana and suggested that residents’ willingness to participate in forest

preservation was positively associated with their perceptions of the benefits of trees but

negatively associated with their perceptions of the annoying features of trees, more female

than male respondents were willing to participate in forests preservation, and age, level of

education, and type of residential ownership were not significantly associated with

willingness.

2.1 Concept of Attitude

Attitude can be considered as moderately intense emotions that prepare or predispose

on individual to respond consistently in a favorable or unfavorable manner when confronted

with a particular object (Anderson, 1988, Scott et al. 1981). Edwards (1957) defined attitude

as psychological object (symbol, person, phrase, slogan or idea) toward which people can

differ as regard its positive or negative effects.

Research on attitudes has been a long standing focus of psychology and sociology. In

general term, attitudes are measures of how people feel about issues. More specifically,

attitude can be defined as “an orientation towards certain objects or situations that is

emotionally toned and relatively persistent. An attitude is learned and may be regarded as a

more specific expression of a value or belief in that an attitude results from the application of

a general value to concrete objects or situations. (Manning, Minteer, & Valliere, 1999,

Theodorson & Theodorson, A, 1969).

Attitude may be classified as favourable , neutral and opposed, that is to say, one may

have favourable attitude towards something. We develop attitude towards ideas, implying

attitude is a determinant factor in behaviour. Although attitudes are stable and enduring (

Sherif and Sherif 1956), they can be changed. ( Dubrin 1974) for example stated that an

individual’s attitude may be changed by providing an information, applying rewards,

incentives or punishment, exerting a group influence, inducing the individual to engage in

discrepant behaviour and individualizing the methods used to bring about the change.

2.2 Attitude and Level of Knowledge

In natural resources management, level of knowledge based on reality has been

defined as an external variable related to value and attitudes (Tarrant, Overdeset, Bright,

Cordell, & English, 1997). Despite knowledge has a certain effect on attitude, there are

various studies that suggest researching of the connection between them. Research shows that

more knowledge about environmental problems is more disposed towards private

7

environmental attitudes. Individuals with high level knowledge show more positive attitude

than individual with low level knowledge (Bright & Manfredo, 1997).

Variables concerning forest values and attitude can be affected by an antecedent

factor including socio-economic variables and social effects. All socio-economic variables,

women, people with high level education, younger individuals, urban residents, residents of

non-timber dependent regions and a liberal political orientation have stronger bio centric

values and support principles of sustainable forest management (Bourke & Lullof, 1994).

2.3 Conceptual Framework

The conceptual framework links the various concepts that underline the study and

shows how different variables relate to each other. The independent variables are represented

by students’ up bring, course, and gender. The up bring of the student can affect his/her

attitude towards forests and tree planting. Those from rural background may have favorable

attitude towards forests and tree planting activities. The course one is pursuing, for instance,

if it is environmental related course, such individuals have high level of knowledge

concerning environment as opposed to those taking courses unrelated to environment that

may have neutral or unfavorable attitudes. The gender of an individual based on cultural and

religious beliefs may affect ones attitude towards forests and tree planting activities.

Figure 1: Conceptual frame work

Independent variable

Dependent

Variable

Intervening

Variables

Student’s:

Up bring

Course (knowledge)

Gender

Students’

attitude

towards

forests and

tree planting

activities

knowledge

8

CHAPTER THREE

3.0 METHODOLOGY

3.1 Study Area

The study was carried out at Egerton University which is located in Nakuru County in

the Rift Valley of Kenya. The institution is along the Mau-Narok road 22km off Nairobi-

Kisumu highway.

3.2 Research Design

The study utilized cross-sectional design with cross-sectional approach. This design

allowed for adequate description of activities, objects and persons. A cross-sectional

approach was used to collect both qualitative and quantitative data from the respondents. This

approach was relatively faster and inexpensive because it provided self-reported facts about

respondents, their inner feelings, attitudes, options and habits (Kombo and Tromp, 2007,

Kothari, 2007). Survey design enables researchers to make accurate assessments, inferences

and relationship of phenomenon, events and issues (Kasomo, 2006).

3.3 Sample Size And Sampling Procedure

A sample is a smaller group obtained from accessible population and each member

has an equal chance of being selected to be a sample. It is also a finite part of a statistical

population whose properties are studied to gain information about the whole (Mugenda &

Mugenda, 2003). The sampling frame had 350 students in the university who were chosen by

a systematic random sampling. In choosing the samples, female students’ hostels were

assigned numbers and 13 blocks were randomly selected, that is Barret, Mama Ngina and 11

blocks from Maringo. From Barret and Mama Ngina 2 respondents were randomly selected

from every room with an even number making a total of 120 students and 5 students from

each block in Maringo making a total of 175 female students. Male students were chosen

with the same procedure from Buru Buru, Ruwenzori and Maringo making a total of 175

male students.

3.4 Data Collection

The major sources of data were primary and secondary. Primary data was collected by

means of questionnaires to collect information on students’ attitude towards forests and tree

planting activities. Attitude surveys are one of the effective means of determining how people

perceive the natural world and their degree of environmental concern (Parry & Campbell,

1992). The survey forms were applied by researcher going into specific rooms in person.

Researcher also made necessary explanations on how to fill the survey. Secondary data was

9

obtained from office reports, research Theses and other materials found in the University

library.

3.4.1 Data Analysis

The attitude of the University students towards forests and tree planting activities

were assessed based on a five-point Likert scale, with the possible answers ranging from very

positive (= 5), to neutral (= 3), to very negative (= 1) responses (Likert, 1974). Statistical

Package for the Social Sciences (SPSS) version 16.0 was used to analyze the responses.

Descriptive statistics were used to represent the results as percentages and frequencies.

10

CHAPTER FOUR

3.0 RESULTS

Table 1: t-test results of attitude towards forest scale scores with respect to gender

Gender N mean std. deviation df t sig. (2-Tailed)

Female 156 135.2692 15.973110 316 636 .525

Male 162 134.1728 14.77180

Table 2: ANOVA results of students’ attitude towards forest and tree planting activities

in regard to their course

Analysis results show a significant difference between total attitude towards forests

and tree planting activities scores with students’ course. (F (2,315) =6.968; p<.05) in table 2

below

Sum of squares df mean squares F sig.

Between Groups 4666.900 2 1555.633

Within Groups 70106.484 315 223.269 6.968 .000

Total 74773.384 317

Scheffe * the mean difference is significant at the .05 level

Table 3: ANOVA results of students’ attitude towards forests and tree planting scale

scores with respect to their up bring

Results show a significant difference between total attitude towards forests and tree

planting scale points with respect to students’ up bring [F(2,315]=8.719;p,.05] (table 3).

Sum of squares df mean squares F sig.

Between Groups 9166.808 2 1833.362

Within Groups 65606.576 315 210.277 8.719 .000

Total 74773.384 317

Scheffe * the mean difference is significant at the .05 level

11

Table 4: Results on responses made on either one likes or dislikes tree planting activities

% attitude index

I like them very much

62 320

I like them somewhat 21 88

Indifferent to opinion about

liking or disliking the tree

planting activities

5 25

I dislike them somewhat 7 14

I dislike them very much 6 6

Table 5: Results on responses made on whether one would plant and manage trees if

were given tree seedlings

% index

I would very much plant and

manage them

59 305

I would somewhat plant and

manage them

25 104

Indifferent to opinion about

planting and managing them

3 15

I would somewhat not plant

and manage them

9 18

I would very much not plant

and manage them

5 5

Table 6: Actions ever taken as a commitment to tree planting activities

% (N=318)

Directly participated in tree planting

activities

75

Discussed with colleagues the value of trees 66

Attended meetings on tree planting activities 59

12

Joined an environmental/tree planting groups 24

Attended protest rally about deforestation 20

Table 7: Results on responses on ever participated in tree planting activities and at what

level

%

Individual household level 75

At school 48

Community level 18

District and national level 9

13

CHAPTER FIVE

5.0 DISCUSSION

University students’ attitude towards forest and tree planting activities in Egerton

University showed no significant difference with respect to gender. However, female

students’ attitude (135.2692) was more positive compared to male students (134.1728) as in

Table 1. But females being slightly higher than males, the slight difference in gender may be

culturally based.

Students’ attitude towards forests and tree planting activities was changeable

significantly with respect to their courses. According to the Scheffe test done (Table 2) for

the purpose of finding between which groups the difference between units were, attitudes of

students who took courses related to environmental studies were more positive compared to

those who took courses unrelated to environmental studies. The consistency was as a result of

the compounding nature variation of variables: taking a course related to environmental

studies may change or develop attitude, but the attitudes might also influence the decision to

engage in the behavior.

Analysis of results showed that students’ attitude towards forests and tree planting

activities varied significantly with respect to their up bring. According to the results, Scheffe

test done (Table 3) for the purpose of finding between which groups the differences between

units were, attitudes of students brought up in rural background were more positive compared

to those brought up in urban areas.

The attitude of the students towards tree planting activities were examined using

statements that were asked to rate on the 1 to 5 Likert scale. The summative attitude index

varied from 320 for those who liked very much tree planting activities to 6 for those disliked

the planting activities (Table 4). Opinion of students about their willingness to plant and

tender trees if provided with free seedlings also varied widely from 305 for those who said

they would very much plant and manage trees to 5 for those who would very much not plant

and manage the trees ( Table 5).

The participation of students on tree planting activities as a commitment varied with

majority having directly participated in such activities (75%) and the percentage reducing to

indirect participation in such activities (20%) as shown in Table 6. Greater percentage of the

students participated in tree planting activities at individual household level (75%) with least

percentage at District and National level (Table 7).

14

CHAPTER SIX

6.0 CONCLUSION AND RECOMMENDATIONS

6.1 Conclusion

In general, the students had a positive attitude towards forests and tree planting

activities in the study group. When the students’ attitudes were analyzed in

terms of gender, there was no significant difference obtained. It could be

concluded that gender had no effect on students’ attitude towards forests and

tree planting.

Also in regard to students’ up bring, those brought up in rural areas had more

positive attitude than the urban raised individuals. This was due to exposure of

rural raised students to forests and their life experience with the forests which

greatly contributed to their attitude towards forests.

When students’ attitudes towards forests and tree planting were analyzed with

respect to the course undertaken by the student, it showed a significant

difference existence hence it could be concluded that those who took courses

related to environmental studies had more positive attitudes.

6.2 Recommendations

Decrease of natural forest areas triggers global warming which ranks at the top

of ecological problems today. Plants produce their own food with photosynthesis

by using carbon (IV) oxide (CO2)

in the atmosphere. Thus, they prevent the

surge of CO2

amount in the atmosphere. It was recommendable that negative

effects of global warming could be decreased by participation of students who

understand the importance of forests in life. Students must have awareness about

why they should conserve forests. Only then they will believe why forests,

plants of forests and natural beauties should be conserved. This could be

achieved through prioritizing environmental studies in higher institutions and

giving it shape to provide students to accept responsibility to preserve and

increase forests cover and also to increase the interest of students to forests and

biological diversity in it with trips to forests.

15

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