IMPACT OF CLIMATE CHANGE ON SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN KOGI STATE, NIGERIA

Abstract

This study examined the relationship between managing climate change and secondary school students’ academic performance in Kogi State. Four research questions and objectives were formulated for this purpose. The study employs a descriptive survey design, focusing on a population comprising 15 secondary schools across three senatorial districts, which includes 159 teachers and 15,390 students. A sample of 360 respondents were selected, consisting of 60 teachers and 300 students. Data were collected using a self-structured questionnaire titled the Impact of climate change on secondary school students’ academic performance Questionnaire Scale (MCCSAPQS), designed with a four-point Likert scale response format: Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD). The reliability coefficient of the instrument was established at 0.97, indicating a high level of reliability for the study. Descriptive statistics, including mean and standard deviation, were utilized to analyze the research questions. The findings reveal consensus among teachers and students in Kogi State regarding the positive impact of integrating climate change education, promoting environmental stewardship, leveraging technology, and engaging parents on students' academic performance. Based on these findings, the study recommends that educational authorities prioritize the integration of climate change topics into the school curriculum, ensuring content relevance and engagement. This could involve developing interdisciplinary approaches that link environmental education with other subjects. Additionally, schools should implement and promote environmental stewardship initiatives that encourage student participation and collaboration, such as community clean-ups, tree planting, and sustainability projects, to enhance student engagement and responsibility.