Ritu Dissertation New

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CHAPTER I

1



INTRODUCTION

Education is the deliberate and Systematic influence exerted by the mature person upon

the immature, through instruction, discipline and harmonious development of physical,

intellectual, aesthetic, Social and Spiritual Powers of the human being according to

their essential hierarchy, by and for the individual and social uses and directed towards

the union of the education with creator as the final end. The term environment issues is

used to describe, in the arrogate, all the external forces, influences and condition which

affect the life, nature, behavior and growth, development and maturity of living

organisams.

From the time of birth, the child’s personality is developed and shaped through various

agencies lie home, school and society.

Environmental Education is a process of recogni!ing values and clarifying concepts in

order to develop sills and added tools necessary to understand and appreciate the

interrelationship among man, his culture and his bio"physical surrounding. #t creates

and overall perspective, which acnowledges the fact that natural environment and

man made environment are interdependent. #t should consider the environmental and

man"made environment. #t should consider the environment in its totality and should be

a continuous lifelong process beginning at the pre"school level and continuing through

all stages. #t should be inter"disciplinary and examine ma$or environmental issues from

local, national and international points of view. #t should utili!e various educational

approaches to teach and learn about and from the environment with stress on practical

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activities and first hand experience. #t is through this process of education that people

can be sensiti!ed about the Environmental #ssues.

Environmental education is education through, about the for environment. #t is both

style and sub$ect matter of education. Style is concerned with an approach to education

while sub$ect matter of content is concerned with teaching about the components and

constituents of environment education is to improve all ecological relationship

including relationship of humanity with nature.

Environmental Education is a process of recogni!ing values and clarifying concepts in

order to develop sills and added tools necessary to understand and appreciate the inter

relationship among man, his culture and his bio"physical surrounding. #t creates an

overall perspective, which acnowledges the fact that natural environment in man"made

environment are interdependent. #t should consider the environment in its totality and

should be a continuous lifelong process beginning at the pre"school level and

continuing through all stages. #t should be interdisciplinary and examine ma$or

environmental issues from local, national and international points of view. #s should

utili!e various educational approaches to teach and learn about and from the

environment with stress on practical activities and first"hand experience. #t is through

this process of education that people can be sensiti!ed about the Environmental #ssues.

Every human being has the right of decent life, but today there are elements inenvironment that tend to militate against the attainment and en$oyment of such a life

The exacerbation of the pollution of environment can cause untold misery, unhappiness

and suffering to human beings. This is because of our lac of concern for the

3



environment and the absence of sense of reasonability and ethics for sustaining a

balance eco"system.

%ost current environment of problems are essentially a result of people’s activities and

their attitude towards the environment. &ow environment education is the only

effective short and long term instrument to bring about only desired changes or

modification of attitude and behavior of individuals towards environment.

Environmental education is a learning process that increases students’ nowledge,

awareness about the environment ' associated challenges, develops the necessary

sills, foster attitude, commitment to tae decision and responsible actions. So

environment education must be integrated into the whole system of formal education at

various levels of school curriculum.

1.1 ENVIRONMENT

Environment means the surroundings, land water, air, plants, animals, solid wastes and

other things that are surrounding us constitute our environment. %an and environment

are closely intertwined with each other, to maintain a balance or e(uilibrium in nature.

)ifferent groups of people woring in different areas express it in various ways. *hen

physical scientists tal about environment they generally refer to the physical

environment that comprises the three inter locing systems the atmosphere, the

+ydrosphere and the ithosphere.

-iologists often refer to biological environment consisting of all living organisms of the

-iosphere Similarly social scientists refer to the social, cultural, economic and

organi!ational environment. +ence environment may be defined as the sum of all

4



social, cultural, economical, biological, physical and chemical factors surrounding the

/man’ to given necessary protection to him.0

Two types of environment we may come across. 1ne is the natural environment of the

air, water, solid wastes, noise, radiation, soil, timber, wildlife and living space etc. The

second one is the man"made environment that deals with wor environment, housing,

technology, aesthetics, transportation, utilities, settlement, urbani!ation and so on.

These environmental components are considered as the resources and are mostly

exploited and utili!ed by the men to fulfill their basic physical needs. They can be

considered as the fellow members of the global eco"system These provide the basis for

a sense of purpose of life to them.

Thus, man is firmly placed as an important part of the global ecosystem, which

depends on him much as her depends on it. +ence, there is a close relationship between

man and environment.

1.2 ENVIRONMENTAL EDUCATION

Environmental education 2EE3 refers to organi!ed efforts to teach about how natural

environment function and particularly, how human being can manage their behavior

and ecosystem in order to live sustainably. The term is often used to imply education

within the school system, from primary to post secondary. +owever, it is sometimes

used more broadly to include all efforts to educate the public and other audiences,

5



including print materials, websites, media campaigns, etc. related disciplines include

outdoor education and experiential education.

Environmental education is a learning process that increases people’s nowledge and

awareness about the environment and associated challenges, develops the necessary

sills and fosters, attitudes motivation, and commitments to mae informed decision

and tae responsible action 24&ES51, Thilisi )eclaration, 67893

5entre for environmental education was established in :ugust 679; as a centre of

excellence supported by the ministry of environment and forests, <overnment of #ndia,

5EF, a national institution with head(uarter in :hmedabad has a mandate to promote

environmental awareness nationwide.

1.3 OBJECTIVES OF ENVIRONMENT EDUCATION

• )evelopment of educational teaching materials and aids in the formal education sector.

• To encourage non"government organi!ations, mass media and other concerned

organi!ation for promotion awareness among the people at all levels.

• To promote environment education through existing educational=scientific= research

institutions.

• To ensure training and manpower development in environment education and to

mobili!e people awareness for the preservation and conservation of environment.

1.4 ENVIRONMENTAL POLICIES AND DECLARATION

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Public education and nowledge about the environment are the ey factors in any

attempt to maintain a proper balance and ensure substable development >ecogni!ing

the potential of Environment Education as an effective instrument in preventing

environmental crises and as an essential elements of sustainable development, #ndia

Environmental Society has been engaged in spreading Environmental nowledge and

:wareness from the very beginning. #ES has undertaen a few new pro$ects on

Environmental Educational and is also continuing with some of the ongoing

programmes.

• Supreme 5ourt on ??.66.6776 directed the state and other authorities to create

environmental awareness among the students through the medium of education and

ordered it to be strictly implemented under the supervision of the state authorities.

&5E>T was directed to prepare a model syllabus to be taught at different grades

providing for environmental awareness. The ob$ective of the environmental education

is to enlighten the public, particularly students about the importance of protection and

conservation of our environment and the need to restrain human activities which lead to

indiscriminate release of pollutant into the environment. The Supreme 5ourt $udgment

' %.5. %ehta @s 4nion of #ndia case re(uires that the <overnment of #ndia and all the

State <overnments should include Environmental Education in the curriculum of

school and college. The ruling comes into effect from ?AA; and all educational

institutions are re(uired to introduce environmental studies. :ccording to -elgrade

5harter 2678B3 the aim of environmental education is to develop an citi!enry which is

aware of and concerned about the total environment and its associated problems and

that has the nowledge of attitudes, motivation commitment and the sills to wor

7



individually and collectively towards solutions of current problem and prevention of the

new ones.0

• The &ational Policy on Education 2679C3 stated that protection of the environment is a

value, which must form an integral part of curriculum at all stages of education,

according to ouis @ernal D The %inistry of Environment and Forest has formulated

the policy to create awareness among all section of society through national

environment awareness campaigns, setting up of paryavaran @ahinsis, eco"clubs,

production of audiovisual and print materials, exhibitions etc. %any &on"<overnment

organi!ations, educational organi!ations and social organi!ations are actively involved

in these programmes through padayatras, rallies, public meetings, exhibitions, flo

dances, street plays, seminar and competitions etc.

1.5 CONSTITUTIONAL PROVISIONS IN ENVIRONM-

ENTAL ISSUES

*ithin five years of the Stocholm 5onference, #ndia amended its constitution as a

constitutional obligation, :rticle ;9: lays down

The state shall endeavor to protect and improve the environment and to safeguard the

forest and wildlife of the country.0

#t shall be the duty of every citi!en of #ndia to protect and improve the natural

environment including forests, laes, river and wildlife and to have compassion for

living creatures.0

8



Soon after the Stocholm conference, #ndia setup a &ational 5ommittee on

Environment Planning and 5oordination 2&5EP53. This committee was concerned

with issues relating to appraisal of development pro$ects, human settlements planning.

Survey of eco"system, lie wetland and spread of environment education. #n 679A,

<overnment of #ndia appointed Tiwari 5ommittee to mae recommendation on

environmental issues. The committee recommended the following

• 5omprehensive reviews and reformation of some 5entral and State :cts 2such as the

#nsecticides :ct, 67C93, the *ater 2Prevention and 5ontrol of Pollution3 :ct, 678; and

the forest :ct, 267?83.

• &ew egislation for areas of action not covered by the present laws 2such as those

concerning toxic substances.

• The introduction of Environmental Protection0 in the 5oncurrent ist of the Seventh

Schedule.

The committee recommended for the establishment of separate )epartment of

Environment. :ccepting the recommendations, )epartment of Environment was set up

on &ovember 6, 679A by the government, assigning it the following functions

• To act as nodal agency for environmental protection and eco"development in the

country.

• To carry out environmental appraisal of development pro$ect through other

ministries=agencies as well as directly.

9



• To have administrative responsibility for

• Pollution monitoring and regulation.

• 5onservation of critical eco"system designated as -iosphere >eserves.

• 5onservation of marine eco"system.

The &5EP5 was replaced by a &ational 5ommittee on Environment Planning with the

following functions

• Preparation of an annual State of Environment >eport0 for the country.

• Establishing an Environmental #nformation and 5ommunication System to

propagate environmental awareness through and 5ommunication system to

propagate environmental awareness through the mass media.

• To sponsor environmental research.

:rranging public hearings or conferences on issues of environmental concerns.

Environmental protection Enactments and Environment Protection :ct, 679C :t the

Stocholm 5onferences, the then Prime %inister, %rs. #ndira <andhi said G.extreme

from in which (uestions of population or environmental pollution are posed, obscure

the total view of political, economics and social situationsG.. it is said that in countryafter country, progress should become synonymous with an assault on natureGG

:mong the rest of maing, we in #ndia D inspire of :shoa have been guilty of wanton

disregard for the courses of our sustenance.0

10



#ndia also embared on several legisintive measures for the protection of environment

and for minting ecological balance. The water :ir 2Prevention and 5ontrol of Pollution3

:ct. 6796. These enactinents were amended from time to time to mae them more

effective.

:nother significant step was setting up of independent %inistry of Environment and

Forest at the 5entral <overnment evel in 679B. Till 679A’s emphasis seems to have

been chiefly to prevent and control pollution. #n 679C the <overnment of #ndia passed a

comprehensive Environment Protection , :ct. 679C as an after math of -hopal tragedy

of 679; to cover many aspect other than prevention and control of pollution given

below. The Environment Protection :ct. 2679C3 was passed for the protection of

substances, speedy response in the event of accidents threatening environment and

deferent punishment to those who endanger human environment, safety and health.

The seventh plan lay down well defined strategy for environment protection. This

strategy is the result of reali!ation that environment and natural resources represent the

most fundamental building bloc for natural development and social well being. The

main components in this regard to environment protection are

• Pollution monitoring and control

• Environmental impact assessment

• >esource 5onservation

• Eco"development

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• Environmental >esearch promotion.

• Environmental education, training and awareness.

• Environmental information

• 5o"ordination and liaison with State government=4nion Territories

• Environment policy and law.

• #nternational co"operation.

• Strengthening of the organi!ation structure.

Eighth year plan further strengthened the Environmental policies. #n the Eight plan

allocation of funds for the protection of environment were increased and a state wise

allocation was formulated.

The <overnment of #ndia set up a cell to ensure effective implementation of anti"

pollution measures and measures for protection of environment. #ndia embared in a

big way in the direction of protection of environment in launching new programmes.

&oteworthy are the pro$ect for cleaning of <anga and Hamuna #ndia has embared on

the pro$ect of forestation. #ndia became signatory to Earth Summit 677?.

1.6 WORLD ENVIRONMENT DAY

*orld Environment )ay 2*E)3 is celebrated every year on Bth Iune to raise global

awareness of the need to tae positive environment action. #t is run by the 4nited

&ations Environment Programme 24&EP3. #t was the day that united &ations

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5onference on the +uman Environment began. The united &ations 5onference on the

+uman Environment was for B"6C Iune 678?. #t was established by the 4nited &ations

<eneral :ssembly in 678?. *orld Environment day is hosted every year by a different

city with a different theme and is commemorated with an international exposition in the

wee of B Iune. Stocholm was with a doubt the land mar event in the growth of

#nternational environmentalism.0 *rites Iohn %c5ormic in the boo >eclaiming J

Paradise. #t was the first occasion on which the political social and economic problems

of the global environment were discussed at an intergovernmental forum with a view to

actually taing corrective action.0

1.7 MEASURES TAEN BY INDIA !OVERNMENT TO

CHEC ENVIRONMENTAL POLLUTION

6. E"#$%&"'(") C&*%)+ Special 5ourts are being set up to ensure speedy $ustice of the

poor against factories that pollute the Environment.

?. E"#$%&"'(") F%$(", P%&,*/) The government is setting stringent standards for all

products in the maret. Those, which meet these standards of production and

performance will be given the label of excellence lie #S# mar.

K. U"(0,$" & P()%& >efineries are being persuaded to mae their petrol load free.

#ndia Petrol has the highest lead content, which creates ma$or pollution through

automobiles.

;. B0" &" H0%'* P(+)$/$,(+ Eight 5hemical pesticides, of which ))T, -+5

13



:ldrinand %arathion are the main culprits have been isolated. These are now plans to

replace with safe bio"pesticides.

B. N0)$&"0 W0+)( M0"0('(") C&*"/$ The main tas is to convert ;A million tones of

fly"ash, that lie as a mountain near thermal power plants into brics, city garbage into

energy and sewage into fertili!er.

C. P*$/ L$0$$) I"+*%0"/( This maes it mandatory for all companies to tae out a

public liability insurance to be paid in ;9 hours.

8. P&*)$&" M&)&% V($/(+ :nti"pollution measures against motor vehicles are being

strictly enforced. @ehicles not adhering to the standards prescribed are fined heavily

and may even be ased to be off the road.

9. H&)( N(0% S(0 S&%( :ction has been taen against a large number of hotels which

encroach beaches in fragrant violation of laws.

7. N0)$&"0 R$#(% A/)$&" P0" The proposal is to set up a &ational river authority which

will plan policy for water use and waste management at the national level.

6A. S&0% E"(% C&''$++$&" Since the energy sector is the ma$or polluter, the idea is to

create decentrali!ed energy at the village level, instead of multiplying the mainstream

producer.

66. &o Smoing in Public Places. The )elhi government has taen has a lead in this

direction.

14



1. ENVIRONMENTAL PROBLEMS

:n Environmental problem arises whenever there is a change in the (uality or (uantity

of any environmental factor which directly or indirectly affects the health and well

being of man in an adverse manner. Environmental problem can be studied from two

different viewpoints. 1ne is simply to loo for adverse effect with regard to their origin

in order to detect rends that call for further investigation the other is to try to understand

the cause and effect relationship. *hich mae better prediction and proper management

possible.

-oth natural and man"made laes have suffered from cutrophication. #n laes receiving

nitrogen and phosphorus compounds and other agricultural fertili!ers, unprecedented

blooms of algae have occurred. The algae them seven can spoil water (uality and

recreational conditions. *hen they dies and decay, the oxygen demand may exceed the

supply with resultant fish ills. The average oxygen content of some fresh water bodies

has decreased very maredly in historic time. The effects of added nutrients on marine

life are not well nown but there may be particularly important synergistic effects, for

example, if the oxidation of oil in the sea is biologically controlled. Fertili!ation of the

seas may enhance the production of directly economically valuable species. -ecause

eutrophication is primarily a local problem, it has not been included in the global

environment monitoring system.

The availability to man of freshwater of high (uality is becoming an acute problem is

many countries. *ater re(uirements countinue to increases with the growth of

populations and living standards and the expansion of agriculture and industry. *ater is

15



needed for power generation irrigation, navigation and community water supply. 1ften

it is drawn from international rivers or laes and in many instances international co"

oepation is neede in the allocation of water and technical aspects of water resource

development pro$ects. The availability of ground water is most often a local problem

but it has international implications in relation to the general effect which a depletion of

ground water may have within a larger region.

:lthough natural disasters constitute a very important environmental problem. #t is not

pertinent to include a programme directly related to natural disaster monitoring or

warming within the global environmental monitoring system. #t is appropriate however,

that the system should provide assistance in reporting phenomena that relate to natural

disasters.

%ost current environment are essentiality a result of people’s activities and their

attitude towards the environment. &ow environment education is the only effective

short and long term instrument to bring about only desired changes or modification of

attitude and behavior of individuals toward environment. Environmental education is a

learning process that increases students nowledge awareness about the environment '

associated challenges, develops the necessary sills, forester altitude commitment to

tae decisions and responsible actions, So environmental education must be integrated

into the whole system of formal education at various levels of school curriculum. :

central feature of many program is finding solutions to environmental problems,

because these problems typically affect a number of parties, there are often conflicting

demands for solutions.

16



:d$usting the relationship between humans and nature is one of the most fundamental

issue we face and must deal with today. *ith the increasing deterioration of ecological

system on which human being rely and the aggravation of the environmental crisis,

human beings have reali!ed that we cannot relay on economic and $udicial method

alone to solve the problems of environmental pollution and ecological imbalances, we

must also appeal to human being limitless internal ethical resources. 1nly after we

have adopted an appropriate attitude towards nature and have established a new ethical

relationship between human beings and nature will we be able to love and respect

nature automatically as well as conscientiously and only with the guidance of such loveas respect can we successfully deal with the issues of environmental pollution and

ecological imbalances.

1. JUSTIFICATION OF THE STUDY

1ver recent decades, global problems relating to degradation of natural resource and

pollution have increase dreamily. &atural resources are depleted of river areas, soil

depletion and loss of biodiversity, are some of the problem that have become a ma$or

concern. :ir and water pollution have reached such levels that have already resulted in

serious health problems, as well as negative impact on the environment, and inevitably

including prospects for long term economic growth. :wareness is essential to solve

these problems. 1n the other hand, without a positive attitude towards environmental

education as sub$ect, our Secondary school will not be able to motivate our future

generation to tae environment related problems as challenge. That’s why the present

venture had been made in this direction to study the environmental awareness and

attitude of Secondary School Students towards Environmental #ssues.

17



1.18 STATEMENT OF THE TOPIC

A STUDY OF ATTITUDE OF SECONDARY SCHOOL STUDENTS TOWARDS

ENVIRONMENTAL ISSUES.

1.11 OPERATIONAL DEFINITION OF THE TERM USED

A))$)*,(

• :ttitude denotes the sum total of man’s inclination and feels, pre$udice biosphere

conceived, notion, ideas, fears threat about any specific topic.0

• :n :ttitude can be defined as a enduring organi!ation of motivational emotional,

perceptual and cognitive process with respect to some aspect to the individuals world0

S(/&",0% S/&& S)*,(")+

6. : Secondary School is a school which provides Secondary Education, between the

ages of 66 and 6C or 66 and 69 after primary school and before higher education.

?. #n #ndia high school is a grade of education from Standards is #L to L standards #&

and L are also called Secondary school usually students from ages 6; to 68 study in

this section

E"#$%&"'(")0 I++*(+

18



6. Environmental #ssues are harmful effects of human activity on the biophysical

environment. Environmentalism is a social and environmental movement addressed

Environmental #ssues through advocacy education and activism.

?. Environmental #ssues are defined as problems with the planetMs system 2air, water,

soil etc.3, that have developed as a result of human interference or mistreatment of

humans.

1.12 OBJECTIVES OF THE STUDY

6. To study the attitude of Secondary School Students towards Environmental #ssues.

?. To study the attitude of rural ' urban secondary schools students towards

Environmental #ssue.

K. To study the attitude of male ' female secondary school students towards

environmental issues.

1.13 HYPOTHESES OF THE STUDY

6. Secondary school students will have positive attitude towards environmental issue.

?. There will no significant difference between the attitude of rural ' urban secondary

school students towards environment issue.

K. There will be no significant difference between the attitude of male and female

secondary school students towards environmental issue.

1.14 ELIMITATIONS OF THE STUDY

19



6. The study is delimited to the only one district of +aryana named Hamunanagar.

?. : Sample of 6AA students is taen for the present study.

K. Study is delimited to the Secondary School Students.

20



CHAPTER II

REVIEW OF LITERATURE

The survey of related literature plays a vital role in the field of research. #t is lie light

house in the sea, which guides the path of the sailing ships. *ithout reviewing the

21



related literature, it is very difficult to select a problem. #t is critical aspect in the

planning of a new study. >eviewing the related literature is a time consuming, process

but is very essential. #t is always helpful for an investigator to study the literature to the

problem, which he=she is going to study. The study of the related literature gives certain

guidance regarding what are the sources of illumination for an investigator in avoiding

duplication of wor, but it also provides the nowledge regarding the research method,

techni(ues, devices used for data collection and drawing conclusion. #t helps to

understand how data should he analy!ed (ualitatively and (uantitatively and how

generali!ation should be given.

B(+)9 J.M. :2885; writes that a familiarity with area helps the students to discover what

is already nown and problem remain to be solved. So, in the way whole study of doing

research becomes clear through related literature.

2.1 IMPORTANCE OF LITERATURE REVIEW

The literature in any field forms the foundation upon which all future wor will suit

2*alter, >. -ory3.

• The literature review performs a number of important functions

• #t demonstrates to a Ph.). committee that the student has read a large amount of

statistical literature to prove that the student is aware of the wide range 1f research #n

theory and methodology related to the proposed research topic.

• #t provides proof to a Ph.). committee that the student has an deep

undeistandiny 2tithe published statistical research related to the topic of the dissertation.22



• #t should convince the Ph.). committee that the student can communicate this

understanding of the statistical literature and its relationship to the proposed research.

•

#t should support the originally and relevance for the Ph.). research problem.

• This is done by identifying specific gaps in the statistical literature. That is, the

student identities statistical (uestions that not been answered and problems that have

not been solved.

• -y identifying gaps in the statistical literature, the student can $ustify he

originality of the proposed dissertation research. The originality can be an extension of

research that has been published or a modification of existing methodology or theory

that can be used to performs the Ph.). research.

• #n the proposal you will emphasi!e or stress the originality of the dissertation,

without a good literature review, you cannot convince you committee that the proposed

research is original.

• : dissertation may be unacceptable be caused the Ph.). student does not clearly

show that the research problem is original due to a poor literature review.

• >emember the literature >eview is more than a summary of publication. #t

provides evidence that you research will be an original and relevant contribution to

statistics.

• : literature review in a proposal is usually, ?A pages. #t should be enough to

convince you committee that you have thoroughly explored the research topic.

23



• Hou dissertation is a substantial and lengthy piece of professional wor that

must satisfy a number of academic re(uirements. The literature review is not of these

important academic re(uirements.

2.2 STUDIES RELATED TO ENVIRONMENTAL ISSUES

)etails of the review of related literature for the present study has been given below

A0%#0 :1; reported that the tremendous advancement of industriali!ation resulted

into economic development and had also continuously degraded the human

environment, further, urbani!ation, over"population and provery also intensified the

problem.

P0'(% 0", *%* :2888; compared young students 2age 66 and 6? year3 with

different levels of outdoor experience. They found a strong and clearly definable

positive relationship to nature in those students with outdoor experiences, along with

better social behavior and higher moral $udgment. They also developed self confidence

and a feeling of safety in outdoor activities, nowledge, action sill, and responsible

environmental issues were limited in this study due to the age factor.

R(0, 0", P&"%0/< :2888; studied public education and awareness rising in 4N and

concluded that several techni(ues have been commonly used in Europe and &orth

:merica to try to motivate residents to participate in all form of waste management.

R&#$%0 :2888; presented an evaluation of students and parents, which concluded that

tramission of environmental consciousness to families through students might be

24



doubtful since environmental issues is influenced by social factors such a social

position, age, and level of education.

$,,(%9 M$%=9 0", L&(+ :2882; conducted an extensive study of the values and ethics

of the students an faculty at the %aricopa community college, located in Tempe

:ri!ona. This comprehensive study examined every angle of ethics, that demographics

affect the importance placed on different value, and that individual turned most of

personal experience, family, and religion as sources of their ethical opinion.

V$0/&%)09 &(+)"(%9 0", L(=(+ :2883; developed the %ovitation Towards the

Environment Scale 2%TES3. They found that individuals were more liely to engage in

autonous environmental behaviors if their parents had shown an interest in their

developing attitudes about the environment, their peers supported their freedom to

mae decisions about the environment, and if they had concern for their community.

S$" :2885; studied the scientific phenomenon between holistic education and

environmental awareness. &one of those nobody had tried to conduct the study related

to environmental issued among higher secondary schools and some educational factors

affecting it.

B*,0 (). A. :2885; did a comparative study on level of environmental awareness

among boys and girls and observed that male students were more reluctant to

environmental issue is that female students.

S(%$ :2886; studied students, awareness of environmental issues and problems at

Selcu 4iversity, Turey as the result of the study global warming 2?8.8;O3 is seen as

the most important environmental problem in the world.

25



F%(*,("*% :2886; conducted a study on Environmental issues, )isproportionality,

and the double )iversion >eaching out, reaching ahead and reaching beyond. >ather

than seeing ivory"tower isolation, members of the >ural sociological society have

always than seeing ivory"tower isolation, members of the >ural Sociological Society

have always been distinguished by a willingness to wor with specialists from a broad

range of disciplines, and to wor on some of the world’s most challenging problems,

what is less commonly recogni!ed is that the willingness to reach beyond disciplinary

boundaries can contribute not $ust to the solution of real"world problems, but also to the

advancement of the discipline, itself. This point in increasingly being illustrated instudies of environment"society relationships. %ost past discussion of humans’ roles in

environmental problems have focused on overall or average human impacts, but rural

sociologists have played leading roles in identifying what # have come to call /the

double diversion.0 First rather than being well represented by averages, environmental

damages are often characteri!ed by high levels of environmental right and resources to

a surprisingly small fraction of the relevant social actors. The disproportionality appears

to be made possible in part through the second diversion, namely must0 be for the

benefit of us all, there are good reason why rural sociologist would have been among

the first to notice both of these diversion0 and why they will give even greather

attention to both in the future.

O>($"$9 A'0,9 H&*%$ :2886; conducted a study on factor affecting environmental

nowledge and attitudes among ebanese 5ollege students. This exploratory study

aimed at assessing the variables that should positively affect the nowledge and attitude

of a group of ebanese college students regarding the environment, namely such factors

26



as gender, age, previous hiing experience and living abroad. : purposeful sample of

students attending the ebanese :merician 4niversity, as ased to fill out a

(uestionnaire that assesses four ma$or domanin related to attitudes toward the

environmental concern, nowledge and experience, fre(uency of hiing with all

dependent variables and marginally with concern, and gender marginally with

willingness to act, actual behavior and experience in favour of males. The independent

variable of gender, living abroad and ma$or yielded the most significant correlations

with the dependent variable of experience with the environment. The strongest

correlations were found between the pairs of females living abroad and environment.:ge consistently showed no correlation with any of the measured variables. :s for

hiing experience, a surprising trend emerged. Those with more hiing reported less

experience with the environment, implication and recommendations based on the

findings are discussed.

R&*)9 0", A0%>0 :2886; studied on Environmental :warenes and Environmental

attitude of students at +igh School evel. 1b$ectives of this study were 6. To determine

the difference between the students of high school level belonging to science and non"

science stream in terms of their environmental awareness and environmental attitude. ?.

To determine the sex difference in the students of high school level in terms of their

environmental awareness and environmental attitude. Finding 6. The female students

of science stream have more environmental awareness and environmental attitudes

than that of male students of science stream. ?. The female students of non"science

stream have more environmental awareness and environmental attitude than that of

male students of non"science stream. K. The female students belong to rural bacground

27



have more environmental awareness and environmental attitude than that of male

students urban bacground. B. Students belonging to urban bacground are

comparatively better in terms of their environmental awareness and environmental

attitude as compare to students belonging to rural bacground. This difference is due to

the difference in the educational level of the parents of urban and rural students and

approach of media is also important factor.

S/$'$,) :2887; studied the role of environmental issues on school students. The

findings suggest a need for stressing the importance of environmental issues in an

educational setting in order to benefit both student nowledge and future welfare of the

greater population.

*'0% 0", P0)$ :2887; studied influence of Environmental Education of

Environmental attitude of the post"graduate students. This study attempt to explore the

impact of environmental education pollution on the postgraduate students attitude

toward environmental pollution which has become a world wide problem.

P((% :2887; focused on first year students in #sraeli teacher training colleges and found

pre service teaching student to have limited environmental nowledge as well as a

positive relationship between students environmental nowledge=attitude and the

educational level of mothers.

M&"00"9 $' 0", L(+( :288; studied the topic addressing barriers to ecological

literacy. 5apra defines ecological literacy as understanding the basic principales of

ecology and being able to embody them in daily life.0 >oth describes ecological

literacy as the capacity to received and interpret the relative health of environmental

28



systems and to tae appropriate action to maintain, restore or improve the health of

those system.0

V&= :288; conducted a study on a <lobal village is a small world. #n this abstract

gifted students often show interest in complex social and environmental issues and a

heightened sensitivity to global problems and this capacity for moral responsibility and

leadership of this interconnected world should be developed to its full potential.

C0#+9 B((" 0", P$"0% :288; viewed on Turish students on Environmental

5hallenges with respect to gender. This paper examined +igh School Students attitudes

towards the environmental and their interest in learning about environmental protection

with respect to gender. The finding of this study revealed that 6. Turish students have

fourable attitudes toward environmental issues. ? Students are eager to find solutions to

environmental problems and shows optimistic trends about the future. K.students

interest in learning about environmental protection issues are moderate level and ;.

Statically significant differences were found.

A"$)+09 A"$)+0 0", E'&%( :288; argued that academic dishonesty can be positively

correlated to unethical behavior in the wor environment. These researcher explored

whether students perceive active and passive academic dishonesty as two separate

ideas.

M0,0#$ :288; investigated the impact of the following sources on helping

individuals develop business ethical attitudes parents or siblings, spouse or partner,

college or university, religious organi!ations, supervisor, and mentors.

29



B&&,&&, () 0. :2818; study suggested that ethics education can have a negative

impact on students who score high on %achiavellianism.

S*%,("9 S0")0",%(* 0", S*%,("?+ :2818; concluded that students’ perception of

ethics change over time and is also positively influenced by ethics education. Their

study focused on two popular ethical theories ethical egoism and utilitarianism. To

illustrate, when an individual chooses an outcome with the greatest personal gain, lie

the :#< executive who accepted bonuses, she is acting in accordance with the ethical

egoism theory, on the other hand, when an individual chooses an outcome resulting in

the greatest good for the greatest number of people, she is acting in accordance with the

utilitarianism theory.

E+0 :2818; studied Environmental Nnowledge, :ttitude and Practices of Student

Teachers. *ithin this decade of Education for Sustainable )evelopment 2ES)3,

educational institutions need to increase their efforts to educate their students for a

sustainable future. Teachers are most influential in educating children and teenagers to

be leaders of tomorrow in protecting the environment. Thus, aspiring teacher should

demonstrate pro"environmental behavior and attitudes if they are to integrate ES)

effectively in their teaching upon graduation. They should also have good nowledge

about he environment to ensure effective delivery. +owever, previous studies show that

many students and teachers lac sufficient environmental nowledge but demonstrate

positive attitudes towards the environment. This lac of nowledge is believed to

contribute to the lac of pro"environmental behaviors among them. This study is a

survey of the environmental nowledge, attitude and practices of pre"service secondary

teachers enrolled in an undergraduate -iology Teaching method course. The results

30



suggest the readiness of these teachers to reali!ed the goal of integrating ES) in the

teacher of biology in schools >esults also indicate the need for more concerted effort in

teacher education to prepare them for their role in educating for an about the

environment.

@(/0 :2818; studied on a increasingly popular idea geo caching in combination with

environmental education. The author will loo at possible way in which geo caching

can be optimally used within environmental education. #n the theoretical part, the

author first defines environmental education and then examines the current discussion

at the interface of geo"caching and environmental education. 1ut of the theoretical

part, the following (uestions arise. *hich specific characteristic of a geo"caching route

might be useful for environmental educationJ *hat are the specific characteristics of a

cache which might be suitable for environmental education J to answer these (uestions,

the author used a (ualitative interview study. #n the findings section. The results of the

interviews will be presented. Some of the different opportunities to use geochaching

within the realm of environmental education will be discussed. Finally, the author will

present some ideas on how investigations in this area might progress in future.

A=0(%9 I%$+9 T0 0", T0$ :2811; Studieded Environmental Pro$ects of Iewish and

:rab Houth in #srael The :dult eaders @iews, Socio"Environmental pro$ects

involving :rab and Iewish youth in #srael are uncommon. #n this study, we interviewed

6C adult leaders of two pro$ects that were carried out in the <alilee in northern #srael, to

better understand the views of the leaders and their motives. The two pro$ects focused

on mutual environmental issues and dealt with social, cultural, and political aspects

with respect to the environmental context. The percipient were teachers and principals

31



of the students who participated in the pro$ect and focused on mutual environmental

issues and dealt with social, cultural and political aspects with respect to the

environmental context. The participants were teachers and principals of the students

who participated in the pro$ect and facilitators of two environmental organi!ations. *e

found diverse views with respects to environmental, local environmental issues, and

possible solutions. The :rab adults expressed stronger attachment to the local

environment than the Iewish ones. The ma$or pro$ects goals according to the leaders

included 2improving3 nowledge, awareness, and environmental behavior of the

students and their communities an opportunity for taing part in communitycollaboration and action an opportunity for multicultural interaction and meaningful

long"term learning in the outdoors. 1ur findings highlight the importance of identifying

the views of educators of diverse cultures in order to carry out future successful

multicultural environmental pro$ect. 1ur findings also suggest adopting critical

pedagogy of place while designing and implementing such pro$ects in sensitive regions

such as #srael.

E'0"*(9 R$/0%, 0", A,0'+. :2811; conducted a study on 5ollege Students

Perceptions of 5ampus Sustainability. The purpose of this paper was to ascertain

whether or not there are differences between college students in :labama and +awaii

based on three (uestions are students concerned about the present=future J *hat do

students now about sustainabilityJ *ho is responsible for sustainabilityJ )esign=

methodology= :pproach D Two approaches were used to address these (uestions. First,

a summary of sustainability efforts at universities in :labama and +awaii is provided.

Second, a random sample of ;AC undergraduate students at two universities in :labama

32



2n?B93 and at a community college in +awaii 2n6;93 were surveyed. Findings D The

data indicate that sustainable programs and practices are being implemented on a

number of college campuses in :labama and in +awaii. Students surveyed in both

states are concerned about wasteful consumption and pollution. >espondents were

similar in their self assessed nowledge about sustainability. >espondents were also

similar in their views about who is responsible for sustainability. +owever, a

consistently larger proportion of +awaii respondents expressed concern for and

willingness to participate of +awaii respondents expressed concern for and willingness

to participate in sustainable practices. So, there seems to be little or no Nnowledgegap0 when it comes to campus sustainability, but there does seem to be a commitment

gap0 Possible reason for this are discussed. 1riginality=value"Since the 679A, many

universities in the 4S: have elected to incorporate sustainability practices into campus

development and day"today operations. They are now emerging as environment leaders

and innovators. :n understanding of students perceptions of sustainability may given

insight into whether or not and how they are liely to engage in sustainable practices.

H&" () 0 :2811; conducted a study on a 5omparative study of Environmental

problems in 5hina are intensifying and it is vital to evaluate the environmental

nowledge, attitudes and behaviors of the generation poised to inherit their

management. This study examines a survey of environmental awareness among

5hinese students 2aged between 6C and ?A years3. 5onsidering the contrasting levels of

regional economic development and environmental problems in the estern=coastal and

western=inland regions of 5hina, we examine how environmental differences affect

university students’ environmental awareness. )ata were analy!ed statistically using

33



nonparametric tests to compare a population of urban residents form a developed region

against a similar population of urbanites from a less"developed region. Students in the

samples possessed rather low levels of environmental nowledge, but had positive

environmental attitudes growing up in developed versus less"developed settings had

significantly different levels of general environmental awareness despite their shared

exposure to institutionali!ed environmental education.

L0%+&"9 L$"/&" R.9 !%((9 !0% T.9 C0+)$((%%9 S)(#(" B. :2811; conducted a study

on 5onstruction and @alidation of an #nstrument to measure Environmental

1rientations in : diverse <roup of 5hildren. :n understanding of 5hildren’s

environmental orientations is of critical importance as opportunities for authentic

contact with nature diminish. 5urrent instruments for measuring children’s tests, final

survey implementation and interviews to create a survey instruments for assessing the

environmental attitudes and ethnic groups 2:frican :merican, +ispannic, and *hite3.

>eliability and @alidity analyses indicated the scale was a phychometrically sound

method for accurately and efficiently measuring children’s perceptions of nature across

a demographic range. Eco"affinity and eco"awarenesss emerged as two district

components of environmental orientations. This new evaluation tool may help

educators and researchers examine the ways children perceived the natural world. #t

may also help to identify congnitive and affective aspects of existing environmental

education programs that nee improivement.

O*0('$9 $&,*"9 $((+0" ().0. :2811; conducted a study on environmental

literacy among pre"service social studies teachers. : review of &igerian experience

34



findings revealed a high level of awareness, nowledge on local environmental issues

although a positive disposition towards environmental issues was demonstrated.

O*('$9 B$&,*"9 I((+0"9 A&,($ :2811; conducted a study on Environmental

iteracy among Pre"service Social studies Teachers : >eview of the &egerian

Experience. This mini"Survey assessed the environmental literacy level of pre"service

teachers in a nigherian university through 677 social studies teacher"tainees. #t found a

high level of awareness=nowledge on local environmental problems but low level on

global environmental issues. :lthough a positive disposition toward environmental

issues was demonstrated, evidence of nowledge gap which could hinder

environmental stewardship was also noticed. The preservice teachers did not

significantly differ in their nowledge of environmental issues and problems based on

gender the mode of entry but different in disposition toward same by gender and mode

of entry. Some implications for teacher education and discussed.

S0%'0 :2811; conducted a study aimed at finding the level of environmental issues

found that they had some but e(ual level of issues and warned that manind would

perish if the protection of environment does not become an integral part of all

development programmes.

U$)&&9 A""09 J**)$9 0(9 L0#&"("9 J0%$9 B'0"9 R($&9 M($+0&9 V($& :2811;

conducted a study on secondary school students #nterest, :ttitude and @alues

5oncerning school Science >elated to Environmental #ssues in Finland. This paper

explores the relationship between students interest in environmental issues attitudes to

environmental responsibility and biometric values in school science education. The

factors were investigated within the framewor of three moderators gender school and

35



residential area of the school. The survey was carried out using the international >ose

(uestionnaire with ninth grade students 2&KC?C3 from C9 school. iert"type items

were categori!ed with explorative factor analysis, and multivariate analysis of variance

was used to study the importance of the moderators. There were significant correlations

between the attitude and value factors. #nterest and attitude were also significantly

correlated but the correlation between interest and value was negligible. <irls attitude

was significantly more positive and their biometric value stronger than those of the

boys, while in terms of interest, the gender difference was small. The effect of

residential area was negligible, but there were significant differences between schoolsin all the factors studied. : school’s own environmental pro$ects and participation in

programmes lined to environmental education or education for sustainable

development was suggested to enhance students interest in environmental issues. The

role of interests, attitudes and values in teaching environmental issues are important

fields for future research in science, environmental and sustainability education.

M*(" M0&& M$% :2813; conducted a study of environmental problem has become

one of the most important issues of global concern. This research was conducted to

investigate the environmental attitude of secondary school students of +yderabad city

of :ndra Pradesh state. The sample of ?AA secondary school students for this study was

selected through stratified random sampling. The collected data were sub$ected to

statistical analysis, i.e. /t’ test. The results of this research were in favour of girls of

senior secondary schools of urban locality, it can be said that all the null hypothesis

were re$ected. *e can inferred that secondary school students studied in private school

36



and schools of urban locality in +yderabad city of :ndra Pradesh state have better

environmental attitude than their counterparts senior secondary students.

37



CHAPTER III

PLAN AND PROCEDURE

“Research design is the arrangement of condition, for condition and analysis of data

in a manner that aims to combine relevance to the research purpose with economy in

procedure.”...Claire Selltizetal

This chapter deals with the procedure or methodology used in the present investigation.

#t #ncludes nature of the study. )etail of the sample, tool used for collection of data,

scoring pattern statistical techni(ues employed for data analysis.

The research design is the conceptual structure with in which research is conducted. #t

constitutes the blue print for the collections, measurement, #nterpretation and analysis

of data. #t set up the framewor for the whole study. #t tells us what observation to

38



mae, how to collect data, how to proceed with interpretation and how to analy!e the

presentation of the observation. #n other words, a research design is a plan to action

which must contain

• : clear statement of the research problem

• Procedure and techni(ues to be used for gathering information.

• The population to be studied.

• %ethod to be used in processing and analy!ing data.

Selection of particular design is based upon the purpose of research, the nature of

research of research, the type of variable to be manipulated and the writing factor under

which it is being conducted. #n this chapter, design of the study has been presented

which included a brief account of the method for conducting the study, the population,

the sample, the tools used and the procedure adopted for the collection analy!ing of

data.

3.1 RESEARCH METHOD

The method used in the present study is the QSurvey %ethodQ. The term QsurveyQ is

used for techni(ue of investigation by erect ct observation of a phenomenon or

collection of information through interviews, (uestionnaire etc. Survey permits the

researcher to come contact with the people whom she wants to study. This method

permits great ob$ectivity. The data are not influenced by anyoneMs views or beliefs.

Following dependent and %oderator variables are delineated from the statement of the

problem

• )ependent variable 6. Environmental nowledge

39



?. Environmental issues

• %oderator variables 6. <ender

?. Types of school

K. ocality

3.2 POPULATION

: population is any group of individuals that have one or more characteristics in

common those are of interest to the researcher. The population may be all the individual

of a particular type, one or more restricted part of that group. :ll senior secondary

school students of )istrict Hamuna &agar constitute the population for the purpose of

the present study.

3.3 SAMPLE

: sample is small portion of a population selected for observation and analysis by

observing the characteristics observation of the population from which it is drawn. The

study of the total population is not possible and also not feasible The limit in terms of

money, time and effort winder studying the whole population. +ence sample is

introduced in the research wor with a voice to mae wor economical and accurate to

achieve the ob$ectives of the present study at the first stage the investigator was

selected four senior secondary school from Hamuna &agar, )istrict of +aryana

purposively. Further, the sample comprises of two governments and two private senior

secondary schools were included. Finally, a sample of 6AA senior secondary school

students wre selected on the basis of random sampling techni(ue. The detail description

of selected sample has been presented in table K.6.

40



T0( 3.1

D(+/%$)$&" & +((/)(, +0'(

Sr.&o. &:%E 1F T+E S5+11 &1 1F ST4)E&TS

6 <ovt. Senior Sec. School, Iagadhari ?B

? <ovt. Senior Sec. School, -uria ?B

K %uand al Sr. Sec. School, Iagadhari ?B

; <ovt. %odel Sr. Sec. School, %ustafabad ?B

Total 6AA

3.4 TOOL USED

For any research study, the researcher has to collect data. 1n the basis of the data

conclusion is drawn and generali!ation is arrived, the conclusion and generali!ation

will be correct and valid if the data is methodically collected by the use of reliable tool

and techni(ue. Tool are the means by which various phenomena, (ualities, attributes,

personality traits, events, (uantities are measured. The selection of the tools depends on

a large extent, upon nature and purpose of the study. Every research tool has its own

significance and importance. :ccording to -est, Qie the tool in a carpenterMs box each

research tool is appropriate in a given situation to accomplish a particular purpose.Q

Suhia 267883 remars QThe selection of suitable instruction or tool is of vital

importance for successful research different tools are suitable for collecting various

inds of information for various purpose for any research one or more of the tool in

41



combination can be used, for the present study investigator prepared a tool herself

based on the environmental issues.

3.4.1 DESCRIPTION OF TOOL

#nvestigator used a self"constructed tool based on environmental issues. The purpose of

this research was to find the different environment of issues of senior secondary school

student. This tool compares the extent of the environmental issues M among the senior

secondary school students. For the construction of tool, the investigator has consulted

different boos, maga!ines, $ournals etc. The Environmental #ssues tool consists of CA

statements in all. :fter suggestion provided by the expert investigator edited the tool

and finally retained the B6 statements. The statements of the tool contained different

area of environmental issues, such as, Environmental Pollution" 2693, Population

Explosion" 273 statements, +ealth and +ygiene 26A3 statements, 5onservation of

Environment 26;3 statements and Environmental #ssues 273 statements. Each statement

carry three points scale @i!. 6 agree, # and ## )onMt :gree.

3.5 TRY OUT AND REVISION

:fter that the investigator made a pilot survey of the schools and consulted the teachers

and students. The preliminary draft of tool was prepared in relation to the instructional

ob$ectives The investigator then conducted preliminary try out with two students and a

group of ?B students. The responses on both the try outs were found more or less same.

This was taen as reliability of the scale. The validity of the tool was examined with

help of content validity which is based on $udgment of several sub$ect experts and

language specialists. : tool was given to different experts in the concerned field to

42



$udge and comment. The expert in the field of environmental education was re(uested

by investigator for having a loo at the tool and also to give their valuable suggestions

and opinion regarding the improvement and modification of the tool. )epending upon

the suggestions some statements were edited, some were added and excluded.

3.6 PROCEDURE

:fter selecting the samples and deciding the tool and techni(ues for data collection the

investigator visited all the schools personally for the administration of tool and

collection of data, The Principals were contacted for this purpose in advance. :fter

meeting the Principals personally, investigator too the permission for data collection

before administration of tool the investigator has established rapport with the

respondents and explained the purpose of the research. The Principals and the teachers

helped the investigator in every respect and made suitable arrangements for the conduct

of the data collection. :fter this the investigator interacted with the students. Then, the

doubts and (uestions of the students were cleared. Efforts were made to get the co"

operation of the students and informed them that responses only used for research

purpose.

3.7 SCORIN!

#n measuring the environmental nowledge and issues of senior secondary school

students three point tool is used. These three points are # :gree, ## )onMt :gree are used.

The tool consists of a number of negative and positive statements. # mar was given

agree and A to don’t agree.

43



3. STATISTICAL TECHNIUES TO BE USED

The data was available in the form of scores so following statistical techni(ues were

used to analy!e the data such as

• )escriptive statistics used in order to study the nature of data and departure from

normality.

• #n order to find out the meansM difference in environmental nowledge and #ssues in

relation gander, types of schools and ocality t"test was applied.

CHAPTER IV

44



ANALYSIS AND INTERPRETATION OF DATA

The Tabulated data has as such no meaning unless it is analy!ed and interpreted by

Sophisticated statistical techni(ues, so as to arrive at significant conclusion. :nalysis of

data means studying the complex materials in order to determine the inherent fact of

meaning by breaing its complex factors into simple parts and putting them together in

a new finding show. *hat do they meanJ *hat is their significanceJ #nterpretation

therefore calls for a cortical examination of the results of one’s analysis in the light of

all the limitations of the data.

#nterpretation is the most important step in total procedure of research, :nalysis and

interpretation of data also help further researchers to deal with appropriate statistical to

avoid unnecessary labor. #nterpretation has to be done carefully logically and critically

examining the result obtained after analysis considering the limitation of sample

45



chosen, tools selected and used . The present chapter deals with the analysis of the

collected data through proper statistical techni(ues and interpretation of the result so

obtained.

#n this chapter, the data have been analy!ed in view of ob$ectives and hypotheses

formulated in chapter first. The details have been presented in the following heading.

4.1 DESCRIPTION OF DATA

The present study is an attempt to investigate the Environmental #ssues of senior

secondary school students in regard to their gender, type of school and locality. For this

purpose, the data has /collected from 6AA senior secondary school students of Hamuna

&agar )istrict in +aryana. :fter that, mean and Standard )eviations were computed

out to study the general nature of the sample in relation to dependent variable

Environmental #ssues scores. Further in order to find out the significance difference

between mean of Environmental #ssues scores in relation to moderator variables vi!.

rural and urban, Types of school and ocality of senior secondary school studentMs t"test

was computed.

4.2 ANALYSIS AND INTERPRETATION BASED ON

DESCRIPTIVE STATISTICS

#n order to calculate the values of the measure of 5entral tendency 2mean3, standard,

deviation and t"test were calculated and are presented in the following tables.

46



4.3 SI!NIFICANT DIFFERENCE BETWEEN THE MEAN

ENVIRONMENTAL ISSUES SCORES OF MALE AND

FEMALE SENIOR SECONDARY SCHOOL STUDENTS.

The mean scores of male and female students of all the school were calculated.

4.3.1 S$"$$/0") ,$(%("/( ()>((" )( '(0" ("#$%&"'(") $++*(+

+/&%(+ & '0( 0", ('0( !&#(%"'(") S("$&% S(/&",0% S/&&

S)*,(")+9 J00,%$.

The mean scores of male and female <overnment Senior Secondary School, Iagadhri

was calculated. The results are showed in following table.

T0( 4.1

C&'0%$+&" & '(0" +/&%(+ & '0( 0", ('0( +)*,(")+

<roup & %ean S.). t"test

%ale 6A ?A.8 9.;; A.6A;

&ot SignificantFemale 6B ?6.AC 9.;

The table shows that ;.6 the mean scores of male and female students of <overnment

Senior Secondary school, Iagadhri are ?A.8 and ?6.AC respectively. The value of t"test is

A.6A; which is not significant at .AB level of significant. #t means that there is no

significant between both the groups.

47



S&>$" N9 M(0"9 S.D9 0", )-)(+) & M0( 0", F('0( +)*,(")+ !&#).

S%. S(/. S/&& J00,0%$.

$*%( 4.1

4.3.2 S$"$$/0") ,$(%("/( ()>((" )( '(0" ("#$%&"'(") $++*(+

+/&%(+ & '0( 0", ('0( !&#(%"'(") S("$&% S(/&",0% S/&&

S)*,(")+9 B*%$0.

The mean score and t"test value of male and female students of <overnment senior

secondary school, -uria is presented in bale ;.?.

T0( 4.2

C&'0%$+&" & '(0" +/&%(+ & '0( 0", ('0( +)*,(")+


%ale 6K ??.?K 8.79 6.BC

&ot SignificantFemale 6? ?9.9K 6?.B6

48



The table ;.? shows that the mean scores of male and female students of <overnment

Senior Secondary school, -uria are ??.?K and ?9.?K respectively. The value of t"test is

6.BC which is not significant at .A.B level of significant. #t means that there is no


S&>$" N9 M(0"9 S.D9 0", )-)(+) & M0( 0", F('0( +)*,(")?+ &#).

+%. +(/. +/&& B*%$0.

F$*%( 4.2

4.3.3 S$"$$/0") ,$(%("/( ()>((" )( '(0" ("#$%&"'(") $++*(+

+/&%(+ & '0( 0", ('0( M*=0", L0 S("$&% S(/&",0% S/&&

S)*,(")+9 Y0'*"0 N00%.

49



The mean scores and t"test value of male and female students of %uand al Senior

Secondary School, Hamuna &agar is presented in Table ;.K.

T0( 4.3

C&'0%$+&" & '(0" +/&%(+ & '0( 0", ('0( +)*,(")+


%ale 6B ?;.9C C.67 6.6?

&ot SignificantFemale 6A ?6.8 8.?7

The table ;.K shows that the mean scores of male and female students of %uand al

Sr. Sec. School, Hamuna &agar are ?;.9C and ?6.A8 respectively. The value of t"test is

6.6? which is not significant at A.B level of significant. #t means that there is no

significant difference between both the groups.

S&>$" N9 M(0"9 S.D9 0", )-)(+) & M0( 0", F('0( +)*,(")+

M*=0", 0 +% +(/. +/&& Y0'*"0 N00%.

F$*%( 4.3

50



4.3.4 S$"$$/0") ,$(%("/( ()>((" )( '(0" ("#$%&"'(") $++*(+

+/&%(+ & '0( 0", ('0( !&#(%"'(") M&,( S("$&% S(/&",0%

S/&&9 M*+)000, S)*,(")+9 Y0'*"0 N00%.

The mean scores and t"test value of male and female students of <overnment %odel

Senior Secondary School, %ustafabad is presented in Table ;.;.

T0( 4.4

C&'0%$+&" & '(0" +/&%(+ & '0( 0", ('0( +)*,(")+


%ale 6K ??.7? 6A.9B A.?;

&ot SignificantFemale 6? ?6.76 7.CB

The table ;.; shows that the mean scores of male and female students <ovt. %odel Sr.

Sec. School, %ustafabad are ??.7? and ?6.76 respectively. The value of t"test is A.?;51



which is not significant at .A.B level of significant. #t means that there is no significant

difference between both the groups.

S&>$" N9 M(0"9 S.D9 0", )-)(+) & M0( 0", F('0( +)*,(")?+ &#).'&,0 +%. +(/. +/&& '*+)000,.

F$*%( 4.4

4.4 SI!NIFICANCE DIFFERENCE BETWEEN THE

MEAN ENVIRONMENTAL ISSUES SCORES OF RURAL

URBAN SENIOR SECONDARY SCHOOL STUDENTS

#n order to find out the significance difference between the mean Environmental #ssues

scores of rural ' urban senior secondary school students, t"test was applied. The results

are presented in the following table.

The mean scores and t"test value of rural ' urban school students of <overnment

School ' Private Schools are presented in Table ;.B.

52



T0( 4.5

C&'0%$+&" & '(0" +/&%(+ & %*%0 0", *%0" +("$&% +(/&",0% +/&&

+)*,(")+


>ural BA ??.8? 6A.B8 A.?9

not significant4rban BA ??.?C 8.89

The table ;.B shows that the mean scores of rural ' urban Senior Secondary School

students are ??.8? and ??.?C respectively. The value of t"test is A.?9 which is not

significant at .A.B level of significant. #t means that there is no significant different

between both the groups.

S&>$" N9 M(0"9 S.D9 0", )-)(+) & R*%0 0", U%0" +)*,(")?+ S%.

S(/. S/&&?+

F$*%( 4.5

53



54



CHAPTER V

55



MAIN FINDIN!S9 DISCUSSION OF RESULTS9

EDUCATIONAL IMPLICATIONS AND SU!!ESTIONS

FOR FURTHER RESERACH

This chapter deals with the main findings based on the analyses and interpretation of

data followed by discussion of results and educational implications and suggestions for

further research.

5.1 MAIN FINDIN!S

:fter statistical analysis of data in term of mean, standard deviation, standard error of

deviation and t"test, the main finding of the study are briefly summari!ed here under

6. The mean scores of male and female students of <overnment Senior Secondary

school, Iagadhri were ?A.8 and ?6.AC respectively. The value of t"test was A.6A;

which is not significant at .AB level of significant. #t means that there was no


?. The mean scores of male and female students of <overnment Senior Secondary

school, -uria were ??.?K and ?9.?K respectively. The value of t"test was 6.BC which

is not significant at .A.B level of significant. #t means that there was no significant

between both the groups.

K. The mean scores of male and female students of %uand al Sr. Sec. School,

Hamuna &agar are ?;.9C and ?6.A8 respectively. The value of t"test was 6.6? which

is not significant at A.B level of significant. #t means that there was no significant

difference between both the groups.

56



;. The mean scores of male and female students of <overnment %odel Senior

Secondary School, %ustafabad were ??.7? and ?6.76 respectively. The value of t"

test was A.?; which is not significant at .A.B level of significant. #t means that there

was no significant difference between both the groups.

B. The mean scores of rural ' urban Senior Secondary School students were ??.8?

and ??.?C respectively. The value of t"test was A.?9 which is not significant at .A.B

level of significant. #t means that there was no significant different between both the

groups.

5.2 DISCUSSION OF RESULTS

#n lieu the main findings of the present study, the discussion of the results has been

presented as below

6. #t was hypothesi!ed that there is no significant differences in the Environmental

issues of male and female senior secondary school students. The finding shows that

there is no significant difference in the environmental issues of male and female senior

secondary students. #n another This was supported by >out, S.N. and :garwal 2?AAC3

the female students of science stream have no difference in environmental awareness

and environmental attitudes than that of male students of science stream. Further, 4itto,

:nna, Iutti, Nalee, avonen, Iari, -yman, >ei$o, %eisalo, @ei$o 2?A663 <irls attitude

was significantly more positive and their biocentric value stronger than those of the

boys, while in terms of interest the gender difference was small.

57



?. #t was hypothesi!ed that there is no significant differences in the Environmental

issues of rural and urban senior secondary school students. :fter analysis and

interpretation of the data was found that the data was no supported the assumption and

the researcher was not retained the hypothesis. The finding shown that there is

significant difference in the Environmental issues of rural and urban area senior

secondary school students have shown environmental issues better than rural senior

secondary school students. This was supported by +ong, Ting, iu.

L0"9 T$(("0/(%9 H&" :2811; population of urban residents from a developed

region. Students in the samples possessed rather low levels of environmental issues, but

had positive environmental attitudes and were willing to commit to environment"

friendly behaviors. Students growing up in developed versus less"developed setting had


exposure to institutionali!ed environmental education. Further, %uyen %a(bool %ir

2?A6K3 the results of this research were in favour of students of secondary schools of

urban locality.

K. #t was hypothesi!ed that there was no significant differences in the Environmental

#ssues of <ovt. and private senior secondary school students. :fter analysis and

interpretation of the data it was found that the data was not supported the assumption

and the researcher was not retained the hypothesis. The finding showed that there is

significant difference in the Environmental #ssues of <overnment and private senior

secondary school students. #n another way it is stated that <ovt. senior secondary

school students have tented Environmental #ssues better than private senior secondary

school students. This was supported by >out. S.N. and :garwal 2?AAC3 students

58



belonging to urban bacround are comparatively better in terms of their environmental

awareness and environmental attitude as compare to students belonging to rural

bacground. %uyen %a(bool %ir 2?A6K3 the results of this research were in favour of

private secondary school students.

5.3 EDUCATIONAL IMPLICATIONS

Education plays a very important part in the society and can in apt modes to propagate

these concepts easily" S:SP for P:PP" Students awareness to Students Participation to

achieve Public :wareness to Public Participation. Environmental education has been an

area of great concern for the few separate and interdisciplinary sub$ect according to the

syllabus framed by &5E>T 2&ational 5ouncil for Educational >esearch and Training3

Since ?AA;. The %ain ob$ective of imparting Environmental Education in school

curriculum is to create awareness and nowledge, develop attitude, sill and abilities

and prepare our students to participate in solving environmental problems.

Education is a powerful instrument to control social problems. For the environmental

awareness, 4nion and State governments have made efforts. The programmes

conducted should study the level of awareness and attitude of the target group,. The

study of Environmental #ssues remains an important role. #n the present study it is seen

that that private schools and students living in rural areas are less aware of

environmental issues thus various environmental programmes should be introduced.The environmental education sub$ect should be taught sincerely in the schools. #n lieu

of main findings and discussion of results the present study has its greatest implications

for the planer, policy maer, administrator, teacher and student in the following ways

59



6. There should be innovative campaigning on developing awareness and ethical

values in different issues on environment.?. Every organi!ation and institution should be environmental free.K. 1rientation and conferences on environmental issues should be organi!ed for

the teachers at different level of education on regular interval.

5.4 SU!!ESTIONS FOR FURTHER RESEARCH

6. : study on Environmental #ssues of senior secondary school students from

various standards can be conducted.

?. : study on different types of pollution can be one.

K. : study on Environmental #ssues of teachers at different levels can be

conducted.

;. : study an Environmental #ssues of parent belong sub to urban and rural areas

can be conductedB. The content of the Environmental Education in the text boos can be analy!ed.C. The investigation can be carried out at different district levels.

8. : study on the relationship between nowledge and awareness on environment

can be conducted.9. : study on the relationship between ethics and awareness on environment can

be conducted.

SUMMARY

INTRODUCTION

:n Environmental problem arises whenever there is a chane in the (uality or (uantity

of any environmental factor which directly or indirectly affects the health and well"

being of man in an adverse manner. Environmental problems can be studied from two

60



different viewpoints. 1ne is simply to loo for adverse effects without regard to their

origin in order to detect trends that all call for further investigation the other is to try to

understand the cause and effect relationships, which mae better prediction and proper

management possible.

-oth natural and man"made laes have suffered from eutrophication. #n laes receiving

nitrogen and phosphorus compounds and other agricultural fertili!ers, unprecedented

blooms of algae have occurred. The algae themselves can spoil water (uality and

recreational conditions. *hen they die and decay, the oxygen demand may exceed the

supply with resultant fish ills. The average oxygen content of some fresh water bodies

has decreased very maredly in historic times. The effects of added nutrients on marine

life are not well nown but there may be particularly important Synergistic effects, for

example, if the oxidation of oil in the sea is biologically controlled, fertili!ation of the

seas may enhance the production of directly economically valuable species. -ecause

eutrophication is primarily a local problem, it has not been included in the global

environmental monitoring system.

The availability to man of fresh water high (uality is becoming an acute problem in

many countries. *ater re(uirements continue to increase with the growth of population

and living standard and the expansion of agriculture and industry. *ater is needed for

power generation irrigation, navigation and community water supply. The availibili9ty

of ground water is most often a local problem but it has international implication in

relations to the general effects which a depletion of ground water may have within a

larger region. :d$usting the relationship between humans and nature is one of the most

fundamental issues we face and must deal with today. *ith the increasing deterioration

61



of ecological systems on which human beings rely and the aggravation of the

environmental crisis, human beings have reali!ed that we cannot rely on economic and

$udicial methods alone to solve the problems of environmental pollution and ecological

imbalances we must also appeal to human beings’ limitless internal ethical resources.

1nly after we have adopted an appropriate attitude towards nature and have established

a new ethical relationship between human beings and nature will we be able to love and

respect nature automatically as well as conscientiously and only with the guidance of

such love and respect can we successfully deal with the issue of environmental

pollution and ecological imbalances.

JUSTIFICATION OF STUDY

1ver recent decades, global problems relating to degradation of natural resources and

pollution have increased dramatically. &atural resources are depleted by excessive use.

Fresh water scarcity on a global scale, deforestation, degradation of river areas, soil

depletion and loss of biodiversity, are some of the problems that have become a ma$or

concern. :ir and water pollution have reached such levels that have already resulted in

serious health problems, as well as negative impact on the environment, and inevitably

influencing prospects for long"term economic growth. :wareness is essential to solve

these problems. 1n the otherhand, without a positive attitude towards environmental

education as sub$ect, our Secondary schools will not be able to motivate our future

generation to tae environment related problems as challenge. ThatMs why the present

venture had been made in this direction to study the environmental awareness and

attitude towards environmental education among the Secondary School students

towards Environmental #ssues.

62



STATEMENT OF THE TOPIC

A STUDY OF ATTITUDE OF SECONDARY SCHOOL STUDENTS TOWARDS

ENVIRONMENTAL ISSUES.

OPERATIONAL DEFINITION OF THE TERM USED

Senior Secondary School Environmental #ssues in the present study attitude of

secondary school students towards environmental issue will be studied.

A))$)*,(

:ttitude denotes the sum total of man’s inclination and feels, pre$udice biosphere

conceived notion, ideas, and fears threat about any specific topic.0

:n :ttitude can be defined as a enduring organi!ation of motivational emotional,

perceptual and cognitive process with respect to some aspect to the individuals world0

S(/&",0% S/&& S)*,(")+

6. : Secondary School is a school which provides Secondary Education, between the

ages of 66 and 6C or 66 and 69 after primary school and before higher education.

?. #n #ndia high school is a grade of education from Standards is #L to L standards #&

and L are also called Secondary school usually students from ages 6; to 68 study inthis section

E"#$%&"'(")0 I++*(+

63



6. Environmental #ssues are harmful effects of human activity on the biophysical

environment. Environmentalism is a social and environmental movement addressed

Environmental #ssues through advocacy education and activism.

?. Environmental #ssues are defined as problems with the planetMs system 2air, water,

soil etc.3, that have developed as a result of human interference or mistreatment of

humans.

OBJECTIVES OF THE STUDY

%a$or ob$ectives of the present study are"6. To study the attitude of Secondary School Students towards Environmental

issues.

?. To study the :ttitude of >ural ' 4rban Secondary Schools students towards

environmental issue.

K. To study the :ttitude of male ' female secondary school students towards

environmental issue.

HYPOTHESES OF THE STUDY

6. Secondary school students will have positive attitude towards environmental

issue.

?. There will no significant difference between the attitude of rural ' urban

secondary school students towards environment issue.

K. There will be no significant difference between the attitude of male and female

secondary school students towards environmental issue.

64



DELIMITATIONS OF THE STUDY

6. The study is delimited to the only one district of +aryana named Hamunanagar.

?. : sample of 6AA students

K. Study is delimited to the Secondary school students.

RESEARCH METHODOLO!Y

#n view of the ob$ectives of the present study, the researcher will be adopting the

)escriptive Survey %ethod. The details are as under

AREA AND SAMPLE

#n the present study, a sample of 6AA students will be selected from the three schools of

Hamuna &agar )istricts by adopting the random sampling techni(ues. Further, selected

sample will be divided into two groups of BA students each.

TOOLS TO BE USED

1n the basis of the ob$ectives of study one :ttitude (uestionnaire based on

Environmental #ssues will be developed by the investigator.

STATISTICAL TECHNIUES

For The Present Study %ean, Standard )eviation and T"Test *ill -e 4sed -y The

#nvestigator.

MAIN FINDIN!S

:fter statistical analysis of data in term of mean, standard deviation, standard error of

deviation and t"test, the main finding of the study are briefly summari!ed here under

65



6. The mean scores of male and female students of <overnment Senior Secondary

school, Iagadhri were ?A.8 and ?6.AC respectively. The value of t"test was A.6A;

which is not significant at .AB level of significant. #t means that there was no


?. The mean scores of male and female students of <overnment Senior Secondary

school, -uria were ??.?K and ?9.?K respectively. The value of t"test was 6.BC

which is not significant at .A.B level of significant. #t means that there was no


K. The mean scores of male and female students of %uand al Sr. Sec. School,

Hamuna &agar are ?;.9C and ?6.A8 respectively. The value of t"test was 6.6?

which is not significant at A.B level of significant. #t means that there was no

significant difference between both the groups.

;. The mean scores of male and female students of <overnment %odel Senior

Secondary School, %ustafabad were ??.7? and ?6.76 respectively. The value of

t"test was A.?; which is not significant at .A.B level of significant. #t means that

there was no significant difference between both the groups.

B. The mean scores of rural ' urban Senior Secondary School students were ??.8?

and ??.?C respectively. The value of t"test was A.?9 which is not significant at .

A.B level of significant. #t means that there was no significant different between

both the groups.

DISCUSSION OF RESULTS

66



#n lieu the main findings of the present study, the discussion of the results has been

presented as below

6. #t was hypothesi!ed that there is no significant differences in the Environmental

issues of male and female senior secondary school students. The finding shows that

there is no significant difference in the environmental issues of male and female senior

secondary students. This was supported by >out, S.N. and :garwal 2?AAC3 the female

students of science stream have no difference in environmental awareness and

environmental attitudes than that of male students of science stream. Further, 4itto,

:nna, Iutti, Nalee, avonen, Iari, -yman, >ei$o, %eisalo, @ei$o 2?A663 <irls attitude

was significantly more positive and their biocentric value stronger than those of the

boys, while in terms of interest the gender difference was small.

?. #t was hypothesi!ed that there is no significant differences in the Environmental

issues of rural and urban senior secondary school students. :fter analysis and

interpretation of the data was found that the data was no supported the assumption and

the researcher was not retained the hypothesis. The finding shown that there is

significant difference in the Environmental issues of rural and urban area senior

secondary school students have shown environmental issues better than rural senior

secondary school students. This was supported by +ong, Ting, iu.

L0"9 T$(("0/(%9 H&" :2811; population of urban residents from a developedregion. Students in the samples possessed rather low levels of environmental issues, but

had positive environmental attitudes and were willing to commit to environment"

friendly behaviors. Students growing up in developed versus less"developed setting had

67




exposure to institutionali!ed environmental education. Further, %uyen %a(bool %ir

2?A6K3 the results of this research were in favour of students of secondary schools of

urban locality.

K. #t was hypothesi!ed that there was no significant differences in the Environmental

#ssues of <ovt. and private senior secondary school students. :fter analysis and

interpretation of the data it was found that the data was not supported the assumption

and the researcher was not retained the hypothesis. The finding showed that there is

significant difference in the Environmental #ssues of <overnment and private senior

secondary school students. #n another way it is stated that <ovt. senior secondary

school students have tented Environmental #ssues better than private senior secondary

school students. This was supported by >out. S.N. and :garwal 2?AAC3 students

belonging to urban bacround are comparatively better in terms of their environmental

awareness and environmental attitude as compare to students belonging to rural

bacground. %uyen %a(bool %ir 2?A6K3 the results of this research were in favour of

private secondary school students.

EDUCATIONAL IMPLICATIONS

Education plays a very important part in the society and can in apt modes to propagate

these concepts easily" S:SP for P:PP" Students awareness to Students Participation toachieve Public :wareness to Public Participation. Environmental education has been an

area of great concern for the few separate and interdisciplinary sub$ect according to the

syllabus framed by &5E>T 2&ational 5ouncil for Educational >esearch and Training3

68



Since ?AA;. The %ain ob$ective of imparting Environmental Education in school

curriculum is to create awareness and nowledge, develop attitude, sill and abilities

and prepare our students to participate in solving environmental problems.

Education is a powerful instrument to control social problems. For the environmental

awareness, 4nion and State governments have made efforts. The programmes

conducted should study the level of awareness and attitude of the target group,. The

study of Environmental #ssues remains an important role. #n the present study it is seen

that that private schools and students living in rural areas are less aware of

environmental issues thus various environmental programmes should be introduced.

The environmental education sub$ect should be taught sincerely in the schools. #n lieu

of main findings and discussion of results the present study has its greatest implications

for the planer, policy maer, administrator, teacher and student in the following ways

6. There should be innovative campaigning on developing awareness and ethical

values in different issues on environment.?. Every organi!ation and institution should be environmental free.K. 1rientation and conferences on environmental issues should be organi!ed for the

teachers at different level of education on regular interval.

SU!!ESTIONS FOR FURTHER RESEARCH

6. : study on Environmental #ssues of senior secondary school students from various

standards can be conducted.

?. : study on different types of pollution can be one.

K. : study on Environmental #ssues of teachers at different levels can be conducted.

69



;. : study an Environmental #ssues of parent belong sub to urban and rural areas can be

conducted

B. The content of the Environmental Education in the text boos can be analy!ed. C. The investigation can be carried out at different district levels. 8. : study on the relationship between nowledge and awareness on environment can be

conducted.9. : study on the relationship between ethics and awareness on environment can be

conducted.

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Perceived :cceptability of 5heating. Journal of Business Ethics, 7B263.

5avas et al. 2?AA73. Turish Students @iew on Environmental 5hallenges with respect

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)hayani, S.&. 2677K3. !anagen"ent of Environmental Ha"ards. &ew )elhi @ias

Publishing +ouse Pvt. td.

Esa, &. 2?A6A3. Environmental Nnowledge, :ttitude and Practices of Student Teacher.

International #esearch in $eographical and Environmental Education %&, 263.

Frcudenburg. *. >. 2?AAC3. : Study on Environmental )egradation )isproportionality

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of #ural Sociology ' ,263.

<orodetsy, %. and Neiny, S. 2677B3. 5hange and Environmental 5ognition.

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<oldman, )., Havet!, -. and Peer, S. 2?AAC3. Environmental literacy in teacher training

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Singh, >. ). 2?AAB3. : Study of Scientific Phenomenon between +olistic Education

and Environmental :wareness. Indian Journal of *sychometry and Education, N.I.P.E.

Nider, >., %ir, P. and idges, *. 2?AA?3. !aricopa +alues , Ethics Survey Tempe.

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Noul, . 2?AAC3. !ethodology of Educational #esearch- &ew )elhi @ias Publishing

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%inda, 5.S. 2677A3. The >ole of @alue Education in Environmental Education in

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Sharma and merle 5, Tam. #egional 0ffice for Asia and the *acific Bang1o12

34ESC0

%onaghan, N. and 5urthoys, . 2?AA93. :ddressing barriers to Ecological iteracy.

Pathways. The 0ntario Journal of 0utdoor Education- 56, 2?3

%uyen, %. %. 2?A6K3. : Study of Environmental :ttitude of Secondary School

Students of Hammua &agar 2+aryana3.

&5TE. 2?AA;3. Some specific #ssues and concern of Teacher Education, : )ocument,

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&evers, P., <ebhard, 4. and -illmann, %. E. 267783. Patterns of reasoning exhibited by

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Palmberg, #., and Nuru, I. 2?AAA3. 1utdoor :ctivities as a basis for environmental

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:PPE&)#L

74



ENVIRONMENTAL ISSUES SCALE

Please fill in the following information

&:%E

:<E

S5+11

15:#TH">4>:=4>-:&

<E&)E>"%:E=FE%:E

THPES 1F S5+11" <1@T.=P>#@:TE

#&ST>45T#1&

There are given B6 statements. :gainst each statement you will find ? alternatives. 5hoose the

response closest to your opinion and tic mar 2 3 in the cell below your favored response.

&one of the response is either right or wrong. #t is your opinion that counts. Hou are assured

that your responses will be dept completely confidential. Hour responses are not concerned

with your evaluation.

)o not spend too much time on any one item. Hour responses should be spontaneous as well as

accurate because these statements reflect you’re of nowledge and ethics about the

environment you live in.

#nvestigator

>itu >ani Supervisor

%.Ed. Student Smt. >am$ana <oyal

:sstt. Professor

75



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76



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dku le vle

1 ;k+/jk wkk ds f, ewM eu; A f)Eeskj :

2 f/d s#kks! dA vs$kk f/dk#kA s#kks! es!wkk vf*kd !

3 `N ekus j vkOk"Adjk wkk dk eBk dkjk

:4 ;k+/jk&lj$kk ds f, )u vkksu dA vk/#;dk :5 uf)A k djus ds f, Ps k¡*k vk/#;d :6 "j & jEjk" Q)k+ %Rksks! C/u Q)k+S lkj Q)k+

F;kfD j *;ku suk vk/#;d :7 ;k+/jk ds f )k"Tdk kus es! l!pkj&ek*;e dA

Hkwfedk eBk :8 Q)k+ ds /dfUd kk u/AdjkA; %Rkks! j ;ks)ukV

dk;+de ksuk pkf,:9- f/O @Fku ds f, /u Q)k+ dk @;ks" wkk

<=kk :10 wkk dA `fW ls ukfHkdA; fj;sWjks! dk @;ks"

/k¡XuA; uA :11 d f̀Re @/+jdks! kk dAWuk#kdks! dk fXP=dk/

ksuk pkf,12- %Aek&e WYks dk @;ks" ksuk pkf,13 lk/+)fud %kkuks! j *kweku ff*k ksuk pkf,14- <=A + )ul!B;k ;k+/jk&wkk dk eBk dkjk

:15- @Z*k Q)k+ %Rksks! kk @uds @;ks" Ap lu

ksuk pkkf,:16- dks;kS WYks vkf Q)k+&lRksks dk vf*kdkf*kd

@;ks" ksuk pkf,17- k*k jf Hkk/ C"Au kQ GsWD /k;eP ds

keku /`fV ds f, @jk;A :18- peP= vkj @/+d ) wkk ds f, f)Eeskj :19- .kk/jk ds keku lu ds f, /`$kkjksk vk/#;d 20- /k;eP dA vks)ksu j ekjs vf%F/ ds f, vk/#;d :21- ;k+/jk wkk ls pus ds f, ukfHkdA; jA$kkks! j

f*k ksuk pkf,

77



22- %kekf;d lGk+ dk;+de ds lHkA dks lfd; Hkk" suk

pkf,:23- @/+jd @Fku dkjBkkus vkkA /ks kdks! ds

fudW ksukpk f,:

24- /k;&wkk ls pus ds f, le;≤ j /kuks! dA)k¡p djkuA pkf,

25 ukfHkdA; dpjks! j fujkdjk lk/*kkuA ls ksuk pkf,26- fj/kj dU;kk dk;+de dk ku F;sd .;f dk d+.;

:27- BkkOku @Fku <=kus ds f, /uks! dk lkG dj BksA

dA )kuA pkf,:28- lk&Q)k+ dk @;ks" wkk e :29- s)A ls uks! dA dWk+ /kk+ pd dks vlf djA

:30- Hkwfe dA @/+jk#kf uk, jBkus ds f, )/ @/+jdks!

dk @;ks" fd;k )kuk pkf,:31- *k,¡ ds wkk ls pus ds f, /kuks! es!

dWffWd d/W+j dk @;ks" ksuk pkf,:32- /uks! dA dWk+ Hkwfe&@ju kk k<= dk eB;

dkjk :33- uJkAA pA)ks! CvGAeS pjlS dksdAu vkfD dk ls/u

ksuk pkf,:

34- F;sd /k+ 1 ls 7 vWwj d u&l!j$kk lIk ek;k)kuk pkf,:

35- Ik; )vks! CpAkS "PkS d#eAjA fjk F;kfD

dk l!j$kk vk/#;d :36- /u l!j$kk ds f, dk") dk lefp @;ks" ksuk pkf,:37- fef[ d`fk vkj Gl pd Hkwfe dA @/+jk uk, jBkus

dA @fp f/f*k;k¡ :38- */fu wkk ekjs %/k%; ds f, kfudkjd :39- .kuks! es! */fu&fu;!Rdks! dk @;ks" vk/#;d T ls

ksuk pkf,:40- .kuks! kk dkjBkkuks! ls fudk *kvk¡ vEA; /kk+

ds f, @jk;A :41- /dfUd WYks +*ku ds f, vUdks @Fkd

k*kks! +BkS vkw F;kf dA BksA uA ksuA

pkf,:78



42- v; s#k ds ks"ks! dA uk es! vkl HkkjA; ds

JkjAj es! PA-PA-WA- f#k ekRk lls vf*kd :43- dkskk dA le%T ds lek*kku es! J/s&dkf dA

eFwk+ Hkwfedk :

44- Hkkj ds $ksRG ds ,d&fk+ Hkk" es! uks! dkksuk vk/#;d :

45- wkk e ) )A/u ds f, vk/#;d :46- l!ded jks"ks! ls ef ds f, lkekf;d WAdkdjk

dk;+de pk;k )kuk pkf,:48- e`F;j es! deA kk vkl vk; es! /`fV eku/ )ul!B;k

/`fV dk eBk dkjk :49- Jk*ku dA @Fkdk j f;k )kuk pkf,:50- v!fj$k wkk ls pus ds f, d`fRe @"ks!S

jk(dsWks dk $kskk dj suk pkf,:51- "Au kQl dA /`fV lEwk+ f/#/&lek; ds f, Bkjk :

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