CLIMATE CHANGE ADAPTATION STRATEGIES IN UPPER BASIC SCHOOLS AMONG SOCIAL STUDIES TEACHERS IN EBONYI STATE

Abstract

This paper investigated climate change adaptation strategies in Upper Basic Schools among social studies teachers in Ebonyi State. Descriptive survey research design and structured questionnaire titled: Questionnaire on climate change adaptation strategies in Upper Basic Schools among social studies teachers in Ebonyi State (QCCASUBSASSTES) were adopted. The population of the study comprised of two hundred and seventy seven (277) Social Studies teachers while the sample size was one hundred and eleven (111) Social Studies Teachers drawn using sample random sampling techniques from one hundred and ninety eight (198) Upper Basic Schools in Ebonyi State, the one hundred and eleven Social Studies Teachers represent forty percent of the entire population and it is in line with Nwana (1981) who stated that in terms of the population of four hundred, 40% of it will be used to ensure affective representation of the population. The reliability of the instrument used was determined using cronbach alpha which gave the coefficient index of 0.59. Data collected were analyzed using percentages while hypotheses were tested with Pearson product moment of correlation at 0.05 level of significance. The instrument were validated by three relevant expert in the field, one is from measurement and evaluation while two are from Art and Social Science Education all are from Ebonyi State University, Abakaliki. The findings of the study showed that: flood control strategies adapted in Upper Basic Schools among social studies teachers in Ebonyi State were use of floodwalls dikes and leaves, use of dams and reservoirs, channels of alternatives, evacuation/relocation among others; and the reforestation strategies adapted in Upper Basic Schools were planting of bamboo trees, landscaping, planting of palm trees around the school environment, provision of water supply needed for plant growth and among others.. One of the implications of this study is that occurrence and flood in most schools will not be common or endemic. Another educational implication is that there would adequate forest to contain problems likely to be caused by climate change. Recommendations made were that climate change adaptation strategies identified should be incorporated in the schools curriculum, the school authorities should organize symposium, workshop, seminars and on the job training to educate both teachers and students on various flood control and reforestation strategies.