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Tables of Contents
Serial No. Contents Page No.
Chapter# 1 Introduction 1
Introduction of the study 1
Rationale of the Study 1
Significance of the study 2
Objectives 2
Limitation of the Study 2
Organization of the study 3
Chapter #2 Review of the Literature 4
Environment 4
Environmentalism 4
Environmental pollution 5
Types of pollution 5
Air Pollution 6
Noise Pollution 7
Water Pollution 8
Soil pollution 9
Chapter# 3 Research Methodology 10
Universe of the Study 10
Hypotheses 10
Tool of Data Collection 10
Sampling and Sample Size 10
Pre Test 11
Data Analysis 11
Study Period 11
Chapter# 4 Data Presentation and Data analysis 12
Table#1- Table#13 12-24
Chapter#5 Findings/ Conclusion/ Suggestions 25
References 28
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Chapter# 1 Introduction
Introduction of the study
Environmental protection is a practice of protecting the natural environment on
individual, organizational or governmental levels, for the benefit of both the natural environment
and humans. Due to the pressures of population and technology, the biophysical environment is
being degraded, sometimes permanently. This has been recognized, and governments have begun
placing restraints on activities that cause environmental degradation. Since the 1960s, activity
of environmental movements has created awareness of the various environmental issues. There is
no agreement on the extent of the environmental impact of human activity, and protection
measures are occasionally criticized.
Environmental awareness is to understand the fragility of our environment and the
importance of its protection. To define environmental awareness we must first understand the
environmentalist movement. Environmentalism is an ideology that evokes the necessity and
responsibility of humans to respect, protect, and preserve the natural world from its
anthropogenic (caused by humans) afflictions. Environmental awareness is an integral part of the
movement’s success. By teaching our friends and family that the physical environment is fragile
and indispensable we can begin fixing the problems that threaten it. Numerous resources are
available to promote environmental awareness; group learning (in or outside of class),
informational and inspirational seminars, such as our Awakening the Dreamer Program, and
environmental books and brochures are just a few of the tools that can get you involved in
promoting the environment.
Rationale of the Study
The issue of environment is a growing social problem and the environment is polluted by
the human being. The study aims to find out the factors of the environmental degradation and toanalyze the level of awareness among the students. The study is required because if the students
have a low level of awareness or if the have aware and still they pollute the environment then
how the common men won’t be contribute to pollute the environment so we have to focus first
on the students only then we can aware other members of the society.
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Organization of the Study
The research study contains five chapters. Each chapter is discussed below.
Chapter- 1
The 1st chapter provides introduction of the research problem of the study. It
encompasses rationale of the study, significance, objectives and limitations of the study.
Chapter – 2
The 2nd
chapter deals with the review of researches done previously and related literature
on the similar issue and problems.
Chapter- 3
The 3rd
chapter consists of method that was adopted to carry out the study. This chapter is
comprised of universe of the study, hypothesis, tool of data collection, pretesting and data
analysis.
Chapter- 4
The 4th
chapter contains analysis of the data collected by the researcher from the respondents.
Chapter- 5
The 5th
chapter contains findings concluded from the analysis of data, conclusion and
suggestions through which primary education can be improved.
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Chapter #2 Review of the Literature
Environment
The surroundings or conditions in which a person, animal, or plant lives or operates or
the environment includes the surroundings, conditions or influences that affect an organism or
"All that which is external to the human host. Can be divided into physical, biological, social,
cultural, etc., any or all of which can influence health status of populations". According to this
definition, the environment would include anything that is not genetic, although it could be
argued that even genes are influenced by the environment in the short or long-term. Mishra,
2003).
Environmentalism
Environmentalism is a broad philosophy, ideology and social movement regarding
concerns for environmental conservation and improvement of the health of the environment,
particularly as the measure for this health seeks to incorporate the concerns of non-human
elements. Environmentalism advocates the preservation, restoration and/or improvement of the
natural environment, and may be referred to as a movement to control pollution or protect plant
and animal diversity. For this reason, concepts such as a land ethic, environmental
ethics, biodiversity, ecology and the biophilia hypothesis figure predominantly.
At its crux, environmentalism is an attempt to balance relations between humans and the
various natural systems on which they depend in such a way that all the components are
accorded a proper degree of sustainability. The exact measures and outcomes of this balance is
controversial and there are many different ways for environmental concerns to be expressed in
practice. Environmentalism and environmental concerns are often represented by the
color green, but this association has been appropriated by the marketing industries and is a key
tactic of green washing. Environmentalism is opposed by anti-environmentalism, which takes a
skeptical stance against many environmentalist perspectives (Mishra, 2003).
The environmental movement (a term that sometimes includes
the conservation and green movements) is a diverse scientific, social, and political movement.
Though the movement is represented by a range of organizations, because of the inclusion of
environmentalism in the classroom curriculum, the environmental movement has a younger
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demographic than is common in other social movements (European Public Health Alliance,
2009).
Environmentalism as a movement covers broad areas of institutional oppression,
including for example: consumption of ecosystems and natural resources into waste, dumpingwaste into disadvantaged communities, air pollution, water pollution, weak infrastructure,
exposure of organic life to toxins, mono-culture, anti-polythene drive (jhola movement) and
various other focuses. Because of these divisions, the environmental movement can be
categorized into these primary focuses: environmental science, environmental activism,
environmental advocacy, and environmental justice (Baeyens nd Martinez. 2007)
Environmental pollution
Developmental activities such as construction, transportation and manufacturing not only
deplete the natural resources but also produce large amount of wastes that leads to pollution of
air, water, soil, and oceans; global warming and acid rains. Untreated or improperly treated waste
is a major cause of pollution of rivers and environmental degradation causing ill health and loss
of crop productivity. In this lesson you will study about the major causes of pollution, their
effects on our environment and the various measures that can be taken to control such pollutions.
Human activities directly or indirectly affect the environment adversely. A stone crusher
adds a lot of suspended particulate matter and noise into the atmosphere. Automobiles emit from
their tail pipes oxides of nitrogen, sulphur dioxide, carbon dioxide, carbon monoxide and a
complex mixture of un burnt hydrocarbons and black soot which pollute the atmosphere.
Domestic sewage and run off from agricultural fields, laden with pesticides and fertilizers,
pollute water bodies. Effluents from tanneries contain many harmful chemicals and emit foul
smell. These are only a few examples which show how human activities pollute the environment.
Pollution may be defined as addition of undesirable material into the environment as a result of
human activities. The agents which cause environmental pollution are called pollutants. A
pollutant may be defined as a physical, chemical or biological substance unintentionally released
into the environment which is directly or indirectly harmful to humans and other living
organisms.
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Types of pollution
There are many kinds of environmental pollution which harm our environment very badly.
Some of them are air pollution, noise pollution, water pollution and Soil pollution etc.
Air Pollution
Air pollution is a result of industrial and certain domestic activity. An ever increasing use of
fossil fuels in power plants, industries, transportation, mining, construction of buildings, stone
quarries had led to air pollution. Air pollution may be defined as the presence of any solid, liquid
or gaseous substance including noise and radioactive radiation in the atmosphere in such
concentration that may be directly and indirectly injurious to humans or other living organisms,
plants, property or interferes with the normal environmental processes. Air pollutants are of twotypes (1) suspended particulate matter, and (2) gaseous pollutants like carbon dioxide (CO2),
Nitrogen Oxides NOx etc (Colls. 2002).
Here are some examples of air pollution e.g. Particulate matter suspended in air are dust and
soot released from the industrial chimneys. Fly ash pollutes air and water and may cause heavy
metal pollution in water bodies.
Tetraethyl lead (TEL) is used as an anti-knock agent in petrol for smooth and easy running of
vehicles. The lead particles coming out from the exhaust pipes of vehicles are mixed with air. If
inhaled it produces injurious effects on kidney and liver and interferes with development of red
blood cells. Lead mixed with water and food can create cumulative poisoning. It has long term
effects on children as it lowers intelligence.
Oxides of iron, aluminum, manganese, magnesium, zinc and other metals have adverse effect
due to deposition of dust on plants during mining operations and metallurgical processes. They
create physiological, biochemical and developmental disorders in plants and also contribute
towards reproductive failure in plants.
The stratosphere has an ozone layer which protects the ear th’s surface from excessive
ultraviolet (UV) radiation from the Sun. Chlorine from chemicals such as chlorofluorocarbons
(CFCs) used for refrigeration, air conditioning, fire extinguishers, cleaning solvents, aerosols
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(spray cans of perfumes, medicine, insecticide) cause damage to ozone layer chlorine contained
in the CFCs on reaching the ozone (O3) layer split the ozone molecules to form oxygen (O 2).
Amount of ozone, thus gets reduced and cannot prevent the entry of UV radiation. There has
been a reduction of ozone umbrella or shield over the Arctic and Antarctic regions. This is
known as ozone hole. This permits passage of UV radiation on earth’s atmosphere which causes
sunburn, cataract in eyes leading to blindness, skin cancer, reduced productivity of forests, etc.
Under the “Montreal Protocol” amended in 1990 it was decided to completely phase out CFCs to
prevent damage of ozone layer.
Atmospheric gases like carbon dioxide, methane, nitrous oxide, water vapour, and
chlorofluorocarbons are capable of trapping the out-going infrared radiation from the earth.
Infra-red radiations trapped by the earth’s surface cannot pass through these gases and to
increase thermal energy or heat in the atmosphere. Thus, the temperature of the global
atmosphere is increased (Colls. 2002).
Noise Pollution
Noise is one of the most pervasive pollutant. A musical clock may be nice to listen during the
day, but may be an irritant during sleep at night. Noise by definition is “sound without value” or
“any noise that is unwanted by the recipient”. Noise in industries such as stone cutting andcrushing, steel forgings , loudspeakers, shouting by hawkers selling their wares, movement of
heavy transport vehicles, railways and airports leads to irritation and an increased blood pressure,
loss of temper, decrease in work efficiency, loss of hearing which may be first temporary but can
become permanent in the noise stress continues. It is therefore of utmost importance that
excessive noise is controlled.
Noise pollution is a growing problem. All human activities contribute to noise pollution to
varying extent. Sources of noise pollution are many and may be located indoors or outdoors.
Indoor sources include noise produced by radio, television, generators, electric fans, air coolers,
air conditioners, different home appliances, and family conflict. Noise pollution is more in cities
due to a higher concentration of population and industries and activities such as transportation.
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Noise like other pollutants is a byproduct of industrialization, urbanization and modern
civilization.
Outdoor sources of noise pollution include indiscriminate use of loudspeakers, industrial
activities, automobiles, rail traffic, airplanes and activities such as those at market place,
religious, social, and cultural functions, sports and political rallies. In rural areas farm machines,
pump sets are main sources of noise pollution. During festivals, marriage and many other
occasions, use of fire crackers contribute to noise pollution.
Noise pollution is highly annoying and irritating. Noise disturbs sleep, causes hypertension
(high blood pressure), emotional problems such as aggression, mental depression and annoyance.
Noise pollution adversely affects efficiency and performance of individuals.
Water Pollution
Addition or presence of undesirable substances in water is called water pollution. Water
pollution is one of the most serious environmental problems. Water pollution is caused by a
variety of human activities such as industrial, agricultural and domestic. Agricultural runoff
laden with excess fertilizers and pesticides, industrial effluents with toxic substances and sewage
water with human and animal wastes pollute our water thoroughly. Natural sources of pollution
of water are soil erosion, leaching of minerals from rocks and decaying of organic matter. Rivers,
lakes, seas, oceans, estuaries and ground water sources may be polluted by point or non-point
sources. When pollutants are discharged from a specific location such as a drain pipe carrying
industrial effluents discharged directly into water body it represents point source pollution. In
contrast non-point sources include discharge of pollutants from diffused sources or from a larger
area such as runoff from agricultural fields, grazing lands, construction sites, abandoned mines
and pits, roads and streets.
Water pollution is the major source of water born diseases and other health problems.
Sediments brought by runoff water from agricultural fields and discharge of untreated or
partially treated sewage and industrial effluents, disposal of fly ash or solid waste into or close to
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a water body cause severe problems of water pollution. Increased turbidity of water because of
sediments reduces penetration of light in water that reduces photosynthesis by aquatic plants.
Soil pollution
Addition of substances which adversely affect the quality of soil or its fertility is known as
soil pollution. Generally polluted water also pollute soil. Solid waste is a mixture of plastics,
cloth, glass, metal and organic matter, sewage, sewage sludge, building debris, generated from
households, commercial and industries establishments add to soil pollution. Fly ash, iron and
steel slag, medical and industrial wastes disposed on land are important sources of soil pollution.
In addition, fertilizers and pesticides from agricultural use which reach soil as run-off and land
filling by municipal waste are growing cause of soil pollution. Acid rain and dry deposition of
pollutants on land surface also contribute to soil pollution (Environmental Science Notes, n.d).
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Chapter# 3 Research Methodology
Universe of the Study
Universe is an area, from where data is collected. It is also called population. There are
no hard and soft rules to determine the universe. It depends on the nature and scope of the
investigation. Universe of the study indicates the territorial limits within which the researcher
conducts his research. It delimits the area where the researcher has to carry out his investigation.
In case universe of the study is not specified, it would become boundless and thus difficult to
manage (Creswell, 2007).
Universe for this research was the students of the sociology department.
Hypotheses
“E nvironmental pollution in the University of Peshawar is due to the unawareness of the
students.”
“The students are aware of the consequences of their acts which pollute the environment.”
Tool of Data Collection
Questionnaire was selected as tool of data collection, which the respondent answershimself.
Questionnaire is a set of questions arranged in such a manner that information on
variables can be collected. The respondent is free to responds the questions as he likes. The
respondent is morally bound to reply correctly (Taga. A. H, 2007).
Sampling and Sample Size
20 students were selected for the data collection. The purposive sampling was used as the
data were collected by the student of sociology department. Under the purposive sampling quota
sampling technique was used, questionnaire was distributed among 10 male students and 10
female students.
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Pre Test
To cover the demerits of the study, one questionnaire was administered for pretesting,
which proved to fulfill the requirements of the study.
Data Analysis
The data obtained through questionnaire was tabulated for the act of interpretation
followed by analysis to reach the actual findings.
Study Period
Date of commencement
The study started on 16 December, 2013.
Date of completion
The study completed on 20 December, 2013.
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Chapter# 4 Data Presentation and Data analysis
Table# 1 Classification of 20 respondents on the basis of age and sex
Age 19 20 21 22 23 24 25 Avg age
Male 0 0 1 4 2 1 2 22.9
Female 1 2 2 2 2 0 1 21.6
Total 1 3 3 6 5 0 1 22.25
Total 20 respondent was selected for filling questionnaire. Out of 20, 10
were male and 10 were female. Average age of the respondent was 22.25 years, where the
average age of male respondent was 22.9 and that of female was 21.6.
0
5
10
15
20
25
19 20 21 22 23 24 25 Avg age
Male
Female
Total
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Table#2 no of Students Who Use Polythene bags
Using polythene
bags
Yes No % of student, who use plastic
bags
Male 9 1 90
Female 10 0 100
Total out of 40 19 1 95
This graph shows the percentage and the no of students who use polythene bags for
bringing fruits and vegetable etc. the total 19 students answered that they use polythene bag
where 1 answered that he doesn’t use it. Total 95% of students use polythene bags where the
90% males students do use it and the females 100% use polythene bags.
0
20
40
60
80
100
120
Yes No % of student, who use plastic
bags
Male
Female
Total out of 40
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Table# 3 number of polythene bags used per day by the students
No of bags use by
students
1 2 3 4 or above
Male 2 2 1 4
Female 4 2 0 4
Total 7 3 1 9
This graph shows the numbers of polythene bags use by students. Most
of the students use 4 or more than 4 bags per day whereas some use 3, 2 and 1 bag daily.
0
1
2
3
4
5
6
78
9
10
1 2 3 4 or above
Male
Female
Total
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Table#4 what students do with the polythene bags after using it?
after using
plastic bag
Throw
bags in
dustbin
Don’t throw
plastic bag in
dustbin
Aware of the
consequences and
still do it
Don’t aware of the that’s
why they don’t throw it in
dustbin
Male 3 6 2 4
Female 6 4 1 3
Total 9 10 3 7
The graph shows that what students do with polythene bag after using it
and also that whether aware of the consequences of not throwing it into any proper place or
dustbin. Majority of male students not throw the polythene bags into the dustbin while some
throw it into the dustbin. Those who don’t throw it into dustbin are mostly unaware of the
consequences of their act while some male students are aware of the adverse effects of polythene
bag on the environment but they still don’t throw in the proper place in order to recycle it. On theother hand majority of female students do throw it in a dustbin etc whereas some don’t. most of
the students who don’t throw the polythene bags into dustbin or any proper place are unaware of
the consequences of the their act.
0
2
4
6
8
10
12
Through bags in
dustbin
Don’t through plastic
bag in dustbin
Aware of the
consequences and still
do it
Don’t aware of the
that’s why they don’t
through it in dustbin
Male
Female
Total
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Table#5 number of students who use plastic bottle for mineral water, and nunmbers of
plastic bottles being used by them
Plastic bottles
for mineral
water
Yes No 1 bottles
per day
2 bottles
per day
3 bottles
per day
4 or more
than 4 bottles
Male 8 2 1 2 1 4
Female 8 2 2 1 0 5
Total 16 4 3 3 1 9
The respondents were asked about the using mineral water for drinking
purpose. The above graph shows the data which is given by them. Most of the respondents use
plastic bottles for mineral water which also add to the environmental pollution. Most of the
students use 4 or more than 4 bottles daily for drinking while some also use 3, 2 or 1 bottle per
day. Total 16 out of 20 students using bottles for mineral water where 8 out of 10 male studentsuse it and same is the case of females students.
0
2
4
6
8
10
12
14
16
18
Yes No 1 bottles per
day
2 bottles per
day
3 bottles per
day
4 or more than
4 bottles
Male
Female
Total
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Table#6 what students do with the plastic bottles after using it for mineral water? Are they
aware of the consequences of their act if throw it in improper place?
after using
plastic
bottle
Throw plastic
bottles in
dustbin
Don’t throw
plastic bottles in
dustbin
Aware of the
consequences and
still do it
Don’t aware of the
that’s why they don’t
throw it in dustbin
Male 2 6 2 4
Female 4 4 1 3
Total 6 10 3 7
The above graph shows that most of the students don’t throw the plastic
bottles into the dustbin or any other proper place while some throw it into dustbin. There is the
significance numbers of students who throw the plastic bottles in the improper place or they
pollute the environment are unaware of their act where is some student aware of that it is harmful
for our environment but they still do it.
0
2
4
6
8
10
12
Through plastic bottlesin dustbin
Don’t through plasticbottles in dustbin
Aware of theconsequences and still
do it
Don’t aware of thethat’s why they don’t
through it in dustbin
Male
Female
Total
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Table#7 number of students snack chips and numbers of packs of chips eat by them.
Plastic bottles
for mineral
water
Yes No 1 pack of
chips per day
2 packs of
chips per
day
3 packs of
chips per
day
4 or more than 4
packs per day
Male 9 1 1 2 1 5
Female 7 3 1 2 0 4
Total 16 4 2 4 1 9
This graph shows that how much students snacks chips. So total 16
students out of 20 do eat packed chips like lays. 7 out of 10 female do eat chips and 9 out of 10
male students do eat it. Significance numbers of students do eat 4 or more than 4 packs daily
whereas some others do eat 3, 2 or 1 pack per day.
0
2
4
6
8
10
12
14
16
18
Yes No 1 pack of chips
per day
2 packs of chips
per day
3 packs of chips
per day
4 or more than
4 packs per day
Male
Female
Total
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Table#8 what students do with the plastic pack after eating chips, do they throw it in a
dustbin or not and if not are they aware of the consequences of their act?
after eating
chips
Throw
plastic pack
in dustbin
Don’t throw
plastic pack
in dustbin
Aware of the consequences
and still they don’t throw it
in a dustbin
Don’t aware of the that’s
why they don’t throw it
in dustbin
Male 5 4 1 3
Female 4 3 1 2
Total 9 7 2 5
The above table shows that what students do with the plastic pack of the
student and whether they aware of the consequences of their acts or not. Total 9 students out of
16 throw the pack into the dustbin whereas the remaining 7 don’t. the majority of thos e who
don’t throw the plastic pack into the dustbin are unaware_____5 out of 7 are unaware of their act
and the remaining 2 are aware of their act that their act pollute the environment.
0
1
2
3
4
5
6
7
8
9
10
Through plastic pack in
dustbin
Don’t through plastic
pack in dustbin
Aware of the
consequences and stillthey don’t through it in
a dustbin
Don’t aware of the
that’s why they don’tthrough it in dustbin
Male
Female
Total
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Table#9 No of students eat fast food, and do they throw the leftover in a proper place like a
dustbin or not? And if not are they aware of the consequences of their act or not?
Do you eat
Fast food and
what you do
with leftover
yes No Throw left
over in a
dustbin
Don’t
throw it in
dustbin
Aware of the
consequences of
not throwing in a
dustbin
Don’t Aware of
the
consequences of
not throwing it
in a dustbin
Male 6 4 3 3 1 2
Female 7 3 4 3 1 2
total 13 7 7 6 2 4
Total 13 out of 20 students do use fast food for eating and the remaining
don’t eat fast food. The respondents were asked that what they do with the leftover. 7 of the
respondent answered that they throw it in a dustbin and 6 answered that they don’t throw it intothe dustbin, majority of the student were unaware of their act that it pollute the environment and
it has the negative impacts on public health where some of the students were aware of their act
but they still practicing doing it.
0
2
4
6
8
10
12
14
yes No Through left
over in a
dustbin
Don’t through it
in dustbin
Aware of the
consequences
of not
throughing in a
dustbin
Don’t Aware of
the
consequences
of not
throughing it in
a dustbin
Male
Female
total
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Table#10 No of students eat fruits, and do they throw its peel in a proper place like a
dustbin or not? And if not are they aware of the consequences of their act or not?
Do you eat
fruits and what
you do with its
peel
yes No Throw peel
in a dustbin
Don’t
throw peel
in dustbin
Aware of the
consequences of
not throwing peel
in a dustbin
Don’t Aware of
the
consequences of
not throwing it
in a dustbin
Male 10 0 4 6 2 4
Female 10 0 6 4 1 3
total 20 0 10 10 3 7
The above graph shows that all the students do eat fruits where half of
the students throw the peel into the dustbin and the remaining half don’t throw it into the dustbin.
Those who don’t throw it into dustbin are the majority unaware of that it create po llution and
some are aware of it but still continuing to throw the peel into public places, parks and roads etc.
0
5
10
15
20
25
yes No Through peel in
a dustbin
Don’t through
peel in dustbin
Aware of the
consequences
of not
throughing peel
in a dustbin
Don’t Aware of
the
consequences
of not
throughing it in
a dustbin
Male
Female
total
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Table#11 No of students smoke cigarette, and do they throw its peel in a proper place like a
dustbin or not? And if not are they aware of the consequences of their act or not?
Do you smoke
cigarette and
what you do
with its filter
after smoking
yes No Throw filter
in a dustbin
or any other
proper
place
Don’t
throw it in
dustbin
Aware of the
consequences of
not throwing in a
dustbin
Don’t Aware of
the
consequences of
not throwing it
in a dustbin
Male 2 8 0 2 2 0
Female 0 10 0 0 0 0
total 2 18 0 2 2 0
The above graph and table shows that 20 percent of male students do
smoke cigarette whereas the 0% female students smoke cigarette. Total 2 out of 10 male students
smoke cigarette and they don’t throw the filter into the dustbin or any other proper place,moreover they are aware of that they pollute parks ground and other places where they throw the
filters but still they do it.
0
2
4
6
8
10
12
14
16
18
yes No Spit it in a
dustbin or any
other proper
place
Don’t spit it in
dustbin or any
proper place
Aware of the
consequences
of not spiting it
in a dustbin or
any proper
place
Don’t Aware of
the
consequences
of not spitting it
in a dustbin or
any proper
place
Male
Female
total
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Table#12 no of students uses snuff, and do they spit it in a proper place like a dustbin or
not? And if not are they aware of the consequences of their act or not?
Do you use
snuff and do u
spit it in a
dustbin or any
proper place
yes No Spit it in a
dustbin or
any other
proper
place
Don’t spit
it in
dustbin or
any proper
place
Aware of the
consequences of
not spiting it in a
dustbin or any
proper place
Don’t Aware of
the
consequences of
not spitting it in
a dustbin or any
proper place
Male 3 7 0 3 3 0
Female 0 10 0 0 0 0
total 3 17 0 3 3 0
The case of snuff is much more similar to that of cigarette. The 30%
male whereas the 0% female do use it and all those who do it, they throw it in the public placesinstead of throwing it in dustbin or some other proper place. the other interesting thing is same in
the smoker and snuff user that they are aware of that they pollute the environment and they still
do it.
0
2
4
6
8
10
12
14
16
18
yes No Spit it in a
dustbin or any
other proper
place
Don’t spit it in
dustbin or any
proper place
Aware of the
consequences
of not spiting it
in a dustbin or
any proper
place
Don’t Aware of
the
consequences
of not spitting it
in a dustbin or
any proper
place
Male
Female
total
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Table#13 no of students listen music, and do they listen it on headphones etc or woofers?
And they listen it on woofer then whether they listen it loudly or on normal volume and if
they listen it loudly then whether they aware of the consequences of the loud music on the
external environment or not?
Do you
listen
music,
and how
yes No Head
phones
woofers on
woofers
Loudly
normal
volume
on
woofers
Aware of
consequences
of loud music
and still listen
it loudly
Not aware of
the
consequences
loud music on
woofers
Male 10 0 6 4 4 0 2 2
Female 10 0 9 1 0 1 0 0
total 20 0 15 5 4 1 2 2
This table shows that 20 out 20 respondents listen the music, most of
female students listen it through hands free or headphones or earphones where the majority of
male students listen it through woofers. Those who listen loudly through woofers are disturbing
for others and it also creates noise pollution. None of the female student from my respondent is
listen music loudly through woofers. Half of those male students who listen music on woofers
loudly are aware and other half are unaware of that their music creates noise pollution.
0 5 10 15 20 25
yes
No
Head phones
woofers
on woofers Loudly
normal volume on woofers
Aware of consequences of loud music over…
Not aware of the consequences of loud music…
total
Female
Male
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Chapter# 5Findings/conclusions/suggestions
Average age of the respondent was 22.25 years, where the average age of male
respondent was 22.9 and that of female was 21.6.
95% of students use polythene bags where the 90% males students do use it and the
females 100% use polythene bags
Most of the students use 4 or more than 4 bags per day whereas some use 3, 2 and 1 bag
daily
most of the students who don’t throw the polythene bags into dustbin or any proper place
are unaware of the consequences of the their act
Few students who are aware of the consequences of their act and they still throw
polythene bags in public places
Total 16 out of 20 students using bottles for mineral water where 8 out of 10 male
students use it and same is the case of females students
significance numbers of students who throw the plastic bottles in the improper place or
they pollute the environment are unaware of their act
some student aware of that it is harmful for our environment but they still do it
16 students out of 20 do eat packed chips like lays
7 out of 10 female do eat chips and 9 out of 10 male students do eat it
Significance numbers of students do eat 4 or more than 4 packs daily
9 students out of 16 throw the pack into the dustbin whereas the remaining 7 don’t throw
it in dustbin
5 out of 7 are unaware of their act and the remaining 2 are aware of their act that their act
pollute the environment
13 out of 20 students do use fast food for eating and 7 don’t eat fast food
7 of them throw the leftover in a dustbin and 6 do not
majority of the student were unaware of their act that it pollute the environment and it has
the negative impacts on public health
some of the students were aware of their act but they still practicing doing it
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all the students do eat fruits
half of the students throw the peel into the dustbin and the remaining half don’t throw it
into the dustbin
those who peel of the fruite in public, majority are unaware of that it create pollution and
some are aware of it but still continuing to throw the peel into public places, parks and
roads etc
20 percent of male students do smoke cigarette whereas the 0% female students smoke
cigarette
2 out of 10 male students smoke cigarette and they don’t throw the filter into the dustbin
they are aware of that they pollute parks ground and other places where they throw the
filters but still they do it
30% male whereas the 0% female do use snuff, all those who do it, they throw it in the
public places instead of throwing it in dustbin or some other proper place are aware of the
consequences of their acts
20 out 20 respondents listen the music
female students listen it through hands free or headphones or earphones mostly
majority of male students listen it through woofers
None of the female student from my respondent is listen music loudly through woofers
Half of those male students who listen music on woofers loudly are aware and other half
are unaware of that their music creates noise pollution
Conclusion
Hence the hypothesis is proved that most of the students is doing some
acts and they are unaware of the consequences of their acts. Whereas few students are aware but
they still doing it, so the second hypothesis is also exist a little bit. In some cases like smoking
and using snuff, respondents pollute the environment deliberately, at that point the second
hypothesis is also proved.
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Suggestions
There should be awareness sessions, workshops and movement for the
awareness of environmental protection. And for few students who is aware and still pollute the
environment through certain acts, the resocialization and some other psychological treatment is
needed like counseling etc. and the student are the vital parts for the protection of the society,
they need to aware the students and as well as the other people of the society.
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References
.Creswell, J.W. (2007). Qualitative inquiry & research design (2nd
ed.). USA: Sage
Publishers.
. Colls, J. (2002). Air Pollution. New York: Spon Press.
. Mishra, V. (2003). Health Effects of Air Pollution. Pdf copy.
.Taga. A. H, (2007). Theory and Research in sociology. Lahore: A.H. Taga Publication.
. G. Baeyens, M. L. Martinez (2007). Coastal Dunes: Ecology and Conservation. Pdf copy.
. European Public Health Alliance, (2009). Air, Water Pollution and Health Effects. Retrieved
from http://www.epha.org/r/54
. Environmental Science Senior Secondary Notes; pdf copy retrived
from:http://download.nos.org/333courseE/10.pdf
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TO ANALYZE THE AWARENESS ABOUT ENVIRONMENTAL
PROTECTION AMONG THE STUDENTS
QUSTIONIARE
Name______________________ Age_____________________
Sex________________________ Semester_________________
1. Do you use polythene bags for bringing Fruit and vegetable etc?
a. Yes b. No If yes, then
2. How many do you use daily for your needs?
a. 1 b. 2 c.3 d. 4 or above
3. Do u through it in a dustbin or any proper place?
a. Yes b. No If no, then
4. Are you aware of its consequences?
a. Yes b. No If yes Give the reason for your action
________________________________________________________________________
________________________________________________________________________
5. Do you use plastic bottles for mineral water?
a. Yes b. No If Yes
6. How many do you use daily for your needs?
a. 1 b. 2 c.3 d. 4 or above
7. Do u through it in a dustbin or any proper place?
a. Yes b. No If no, then
8. Are you aware of its consequences?
a. Yes b. No If yes Give the reason for your action
________________________________________________________________________
________________________________________________________________________
9. Do you eat/snack chips?
a. Yes b. No If Yes, then
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10. How many do you eat/snack daily?
a. 1 b. 2 c.3 d. 4 or above
11. Do u through plastic pack of the chips in a dustbin or any proper place?
a. Yes b. No
12. If no, are you aware of its consequences?
a. Yes b. No If yes Give the reason for your action
________________________________________________________________________
________________________________________________________________________
13. Do you eat fast food?
a. Yes b. No If yes, then
14. Do you through the leftover (the portion of the meal which is remained) to the dustbin or
any other proper place?
a. Yes b. No If no, then
15. Are you aware of the consequences of your action?
a. Yes b. No If yes, then give the reason for your action
________________________________________________________________________
________________________________________________________________________
16. Do you eat fruits like banana and mango etc?
a. Yes b. No If yes, then
17. Do you through its peel (chilka) in a dustbin or any other proper place?
a. Yes b. No If no, then
18. Are you aware of the consequences of your action?
a. Yes b. No If yes, then give the reason for your action
________________________________________________________________________
________________________________________________________________________
19. Do you smoke cigarette?
a. Yes b. No If yes then
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20. Do you through the filter in any proper place or dustbin?
a. Yes b. No If no, then
21. Are you aware of the consequences of your action
a. Yes b. No If yes, then give the reason for your action
________________________________________________________________________
________________________________________________________________________
22. Do you use snuff (naswar)?
a. Yes b. No If yes, then
23. Do you spite it in a dustbin or any other proper place
a. Yes b.No If no, then
24. Are you aware of the consequences of your action
a. Yes b. No If yes, then give the reason for your action
________________________________________________________________________
________________________________________________________________________
25. Do you listen music?
a. Yes b. No If yes, then
26. You listen music on the
a. headphone/ earphone/ hands free b. woofer/ speakers if option b, then
27. Do you listen music at full/ high volume?
a. Yes b. No if yes then
28. Do you aware the bad effects of listening music on full/ high volume on the outside
environment?
a. Yes b. No If yes, then give the reason for your action
________________________________________________________________________
________________________________________________________________________