DEVELOPMENT OF AN INSTRUCTIONAL PACKAGE TO INFUSE CLIMATE CHANGE  ADAPTATION INTO  SENIOR SECONDARY SCHOOL BIOLOGY CURRICULUM

Abstract

This study developed and validated an instructional package to infuse climate change adaptation into   senior  secondary  biology  curriculum.   Seven  research  questions  and  two  research hypotheses formulated to guide the study.  The design of the study is research and development (R&D).  The study was carried out in Onitsha Education Zone of Anambra State.  The sample size for this study is 245 respondents drawn from the population of the study using purposive and simple random sampling techniques. The instruments for data collection in this study were In-Depth Interview ( IDI) Questionnaire on Assessment of Instructional Package on Climate Change  Adaptation  into  Senior  Secondary  School  Biology  Curriculum  (IPCCA),  Climate Change Adaptation Achievement Test (CCAAT) and Students Questionnaire on Awareness on Climate Change Adaptation (SQACCA). The Climate Change Adaptation Achievement Test (CCAAT) was used as pre test and post test. Data collected from the study were analyzed using mean,  standard deviation and independent sample t-test. The mean cut off point for the IPCCA was 2.50.  The result obtained from the  study showed that: The instructional  objectives  on climate  change  adaptation  to  be  achieved  through  the  biology  curriculum  at  the  senior secondary school level were adequate with mean rating of 3.43.  The contents on climate change adaptation to be achieved through the biology curriculum at senior secondary school level are adequate with mean rating of 3 .14.  The instructional  methods  for teaching climate change adaptation through the biology curriculum to senior secondary school students were adequate with mean rating of 3 .25.   The instructional materials to be utilized in teaching climate change adaptation through the biology curriculum at senior secondary school level were adequate with mean rating of 3.64. The evaluation method to be adopted for assessing the achievement of the objectives on climate change adaptation in senior secondary school were also adequate with mean rating of 3 .13.  Students’ overall gain score for treatment was 7 .56  while that of control was 4.31  implying that students taught biology using IPCCA had higher achievement score than their counterparts taught without IPCCA. Students exposed to biology using the instructional package on (IPCCA), had higher awareness about climate change adaption than when they have not been exposed to the lesson.  The independent sample t-test results showed evidence of significant difference between students taught biology using IPCAA and those taught without IPCAA in terms of their mean achievement scores and mean awareness score.  In line with the findings  of the  study,  the  educational  implications  of the  findings  were  highlighted  and recommendations equally proffered which include among others, that policy maker in education sectors should formulate policies that will promote the adoption of the IPCCA in teaching and learning ofbiology. Finally, the limitations of the study and suggestions for further studies were made.

CHAPTER ONE

INTRODUCTION

Background  of the Study

Education is the act or process of imparting  or acquiring general knowledge,  developing the  powers  of reasoning  and  judgement,  and  generally  of  preparing  oneself  or  others intellectually for mature life. It is the best legacy a country can give to her citizens.  Education reconstructs the society according to the changing needs of the time and place (Parankimdili,

2012).  Igbuzor (2006) in stressing the importance of education stated that education is a human right that should be accorded to all human beings solely because of being human.  Education is vitally important for several key reasons,  such as: It allows for the acquisition of knowledge at a speed that surpasses relying on experience for knowledge;   it is a determining element for the civilization of human society and also delivering the scientific facts about the biggest issues facing young people such as climate change. The way people are educated and the content of education provide the knowledge and skills needed for making informed decisions about how to adapt to individual lives and livelihoods as well as ecological, social or economic systems in a changing environment (Anderson, 2010). Education has a serious role to play in helping to give out the correct message about climate change on how to mitigate and alleviate its effects (Ekpoh and Ekpoh,  2011).    Hence,  by  educating  students  about climate change,  they will become environment-oriented citizens and will be able to adapt to climate change – related trends.

Climate is defined as the average weather, or more rigorously, as the statistical description in terms of the mean and variability of relevant quantities over a period of time ranging from months  to  thousands  of years  (Environmental  Protection  Agency  (EPA),  2010).  The  term climate,  emanated from ancient  Greek word Klima,  meaning  inclination.  It  is  viewed  as  a synthesis or aggregate of weather (IPCC,  2007).   A change in the climate causes shift in the entire ecosystem.

Climate change is a fundamental element of the environment that causes alteration in an ecosystem  if its variation becomes  erratic.  The  shift resulting  from climate change  affects elements of an entire environment,  which makes climate change a global issue, but at various

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levels of impact  (Ikehi,  Ifeanyieze  and Ugwuoke,  2014).  Climate change also refers  to the alterations in the atmosphere that are over and above natural climate change variation and that are as a result of human activity (Agostino, 2010).  Climate change is a change in the statistical distribution ofweather elements and which is sustained for up to a decade or more. According to Houghton,  (2001) climate change is a change in the statistical properties of the climate system when considered over periods of decades or longer, regardless of cause. It could mean changes in climate overtime, including regional or global temperature changes and the increased prevalence of extreme weather conditions.  There are four schools of thought about climatic change.  One finds evidence that we are entering the next Ice Age; another is as confident that the earth is getting warmer; a third believes that there has been no significant change in historical times, and the fourth is agnostic in such matters. Recent decades have seen record- high average global surface temperatures. In the past century, global surface temperature increased by about l .4°F. In the past quarter- century, according to satellite measurements, the lower atmosphere warmed by

0.22- 0.34 °F per decade equivalent to 2.3°F per century (Christy and Spencer, 2005). This well documented warming trend could result from several factors that influence the earth’s climate, some of which are natural,  such as changes in solar radiation and volcanic activity.  Others, particularly  the  release  of certain  gasses  to  the  atmosphere  and  land-  cover  changes,  are anthropogenic (Masih, 2010).

During  the twentieth  century,  the earth’s  surface  warmed by  aboutl.4°F.  There  are a variety of potential causes for global climate change, including both natural and human- induced mechanisms. Science has made great strides recently in determining which potential causes are actually responsible for the climate change that occurred during the twentieth century, providing strong evidence that green house gases released to the atmosphere by human activities are one of the main causes ofcontemporary global warming which leads to climate change (Masih, 2010).

Change  in  climate is attributed directly or indirectly to human activity that  alters the composition of the global atmosphere and is observed over time.  According to Mings (2008) climate change is caused by the accumulation of greenhouse gases in the lower atmosphere. The global  concentration  of these  gases  is  increasing  mainly  due  to human  activities,  such  as combustion  of fossil  fuels,  which  release  carbon  dioxide  and deforestation  which  leads  to reduced  forests  that remove  carbon  from the  atmosphere.  Climate  change is often used  to

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describe  any  kind  of  change  in  climate  that  may  be  natural  or  human-  induced,  (Union  of

Concerned  Scientist, UCS, 2002).

Climate change phenomenon has serious deleterious consequences  for the earth in the form of  significant   variations   in  regional   climates,   recurrent   droughts,   excessive   heat   waves, windstorms,  killer  floods,  sea  rise  and  increase  in  diseases  (Ekpoh,  2009).Climate  change  is already beginning  to transform  life on earth.  For example  around the globe seasons are shifting and  sea levels  are rising,  there are higher  temperatures,  changing  landscapes,  wildlife  at risk, increased  risk  of drought,  fire and floods,  stronger  storms  and  increased  storm  damage,  more heat- related illness and disease and economic losses.

Climate change is caused by two basic factors which include natural processes (bio geographical)  and human  activities  (anthropogenic)  .The natural processes  are the astronomical and the extraterrestrial  factors.  The astronomical  factors include the changes  in the eccentricity of the  earth’s  orbit,  changes  in  the  obliquity  of the  plane  of ecliptic  and  changes  in orbital procession. The  extra- terrestrial  factors are solar radiation  quantity  and  quality  among  others (Climate  Change  Information   Resources-  New-  York  Metropolitican   Region   (CCIR-NYC),

2005).  On the other hand,  the anthropogenic  factor in climate change involves human  activities that either emit large amount  of greenhouse  gases into the atmosphere  that depletes  the ozone layer   or   activities   that   reduce   the   amount   of  carbons   absorbed   from   the   atmosphere. (Akpodiogaga  and Odjugo,  2010).  The human  factors  that  emit  large  amounts  of greenhouse gases  include industrialization,  burning  of fossil fuel, gas flaring, urbanization  and agriculture. Other human  activities  that reduce  the amount  of carbon  sinks are deforestation, alterations  in land use, water pollution  and agricultural practices. The human factors have been proven  to be responsible for the ongoing unequivocal  climate change (IPCC, 2007).

Change  in climate impacts  the natural  systems  (ecological  systems, hydrology  and water resources, coastal systems) and the human society at large (including human health,  settlements, food & fibre production, industry, energy and infrastructure). Thus impeding the achievement of sustainable development  (Know climate change, 2012). The IPPC’s (2007) climate change report gives the following climate related impacts for Africa:  By 2020, between 75 and 250 million of people are projected  to be exposed to increased water stress due to climate change.  By 2020, in some countries,  yields  from rain-  fed  agriculture  could be reduced  by up to 50%.  Agricultural

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production  including  access  to  food,  in  many  African  countries  is projected  to  be  severely compromised.  This would  further  adversely  affect  food  security  and  exacerbate  malnutrition. African  countries  are therefore  among  the most vulnerable  to the  impacts  of climate  change. (IPCC, 2001  and Odjugo, 2012).

Africa is already the hottest continent but once climate change impact becomes stronger, temperatures will be even hotter and drought is likely to threaten already inadequate food supply. As climate change threatens Africans health, homes and the natural resources upon which many depend  to  survive,  the  population   faces  an  urgent  crisis.  For  people   struggling  with  the challenges posed by climate variability, environmental degradation and poverty, climate change represents a tipping point (BBC World Service Trust, 2008). It is likely to alter the transmission patterns of disease such  as malaria,  increased incidences  of cholera and meningitis.  Mosquitoes, which  carry  many  diseases,  are  very  sensitive  to  temperature  changes.  Warming  of their environment within their viable range boots their rates of reproduction  and the number of blood meals  they  take,  prolong  their  breeding  season,  and  shorten  the  maturation  period  for  the microbes  they disperse.  Also, health  threats  such as diarrhoea,  asthma  and stroke affect  more people   when  temperature   rises  (BBC  World  Service  Trust,  2008).     Developed   countries experiencing  the impact of climate change are working out strategies to combat  its  effect  and African  countries, including Nigeria should  not be left behind.  The reason being that the world will soon come to a point where countries will have to work on how to adapt to climate change and Africa is not an exception.

Nigeria,  a country  located  on the western  coast of Africa,  has  diverse  geography with climates ranging from arid to humid equatorial. Although Nigeria lies wholly within the tropical zone,  there are wide climatic variations in different regions of the county. Near the coast, seasons are not sharply defined. Temperatures rarely exceed 32°C (97°f), but humidity is  very high and nights are hot. Inland there are two distinct seasons: a wet season from April to October, with generally  lower  temperatures,   and  a  dry  season  from  November   to  March  with  midday temperatures that surpass 38°C (100°F)but relatively cool nights,  dropping as low as 12°C(54 °F) (www.nationsencyclopedia.co1rY’. .. /Nigeria).  Average rainfall along the coast varies from about

180cm  (70in) in the west to about 430cm (170in) in certain parts of the east. Inland,  it decreases to around 130cm (50in) over most of central Nigeria and only 50cm (20in) in the extreme North.

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Two principal wind currents affect Nigeria. The harmattan from the northeast is hot and dry and carries a reddish dust from the desert.  It causes high temperatures during the day and cool nights. The southwest wind brings cloudy and rainy weather.

The climate change situation in Nigeria  is not far from what the developed countries  are experiencing. There are noticeable  consequences  of climate change in Nigeria, such as intense thunder storms, widespread floods and incessant droughts (Ekpoh, 2009).Persistent droughts and flooding, off season rains and dry spells have  sent growing  seasons out of cycle, in  a country dependent on rain fed agriculture and hydropower. The agricultural sector contributes some percentage  of the  Nigerian  Gross  National  Product  and  majority  of the  rural  populace  are employed   in   this   sector.   Minor   climate   change   can   cause   devastating   socioeconomic consequences,  which would manifest in  food security challenges, damage to infrastructure and social  dislocation.  Considering  the  strong  nexus  between  climate  change  and  development, Nigeria is highly at risk in the area of food and nutrition, poverty and hunger reduction, and most importantly  economic  development.  For  these  reasons  Nigeria’s  efforts  and  actions  must  be informed by these realities. Knowledge on climate change issues is a need to produce sustainable youths, who will become environment- friendly citizens.

Climate change is today a priority on the international development agenda. According to the Human Development Report 2007-2008 by the United Nations Development Programme,

It is the defining human development issue ofour generation ‘.  Tackling it can no longer be postponed and ignored; everyone concerned that is,  the entire planet and all sectors of development,  whose actions have so far

been hazards must integrate their efof

rts (UNDP, 200711)

Nigeria is vulnerable to climate change impacts due to its geography, climate, vegetation, soils, economic structure, population and settlement,  energy demands and agricultural  activities. One irony in climate change as a global problem  is that developing countries which contribute the least to cause the problems which Nigeria is part of are most vulnerable to its impact.  This is because  they  are  least  endowed  with  resources,  technology  and  knowledge  to  combat  the problem  and their economies  are based  largely on natural resources dependent sectors that are climate sensitive (Ogbo, Lauretta and Ukpere, 2013).

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Furthermore, the challenges of climate change and global warming in Nigeria is enormous due to wide spread poverty.  It leaves behind trails of disaster in form of floods, desertification and other environmental  degradation  such  as pollution  (Sofoluwe,  Tijani  &  Baruwa,  2011 ). Nigerians are becoming more aware of the realities caused by global warming.  Lagos State has experienced greater rainfall and very heavy wind which caused lots of damage to public and private property while severe drought is being felt in Anambra State, Delta State, Kogi State, Imo State and Kaduna State (Onibokun, 2012). Furthermore, Nigeria is experiencing adverse climate conditions with negative impacts on the welfare of millions of people given its southern location along the coast and northern boundaries with drier Sahel, intensified desertification and general land degradation (Oruonye, 2011). Findings from Odjugo’s (2010) study on regional evidence  of climate  change  in  Nigeria  showed  that  air  temperature  is  steadily  increasing especially from the 1970’s between 1901-1935 and 1936-1970 climatic periods. The temperature anomaly shows that climate change signal is stronger as from the 1970’s. The rate of temperature increase is higher in the semi-arid region than the coastal areas ofNigeria.

The  current  available  evidence  shows  that  Nigeria,  like  most  parts  of the  world  is experiencing  the  basic  features  of  climate  change.  Desertification  process  is   advancing southward and there is the potential submerge  of the 853 kilometres stretch of coastline along Atlantic  Ocean (Federal Ministry of Environment, Nigeria,  2012).  Former  Common Wealth Secretary General,  Chief Emeka Anyaoku has said that Nigeria is not immune to the disastrous effects  of climate  change  despite  the  fact that  it  is not  prone  to  natural  disaster  such  as earthquakes, typhoons or massive floods. He further stated that, Nigeria is contributing significantly to the carbon dioxide emission through the gas flaring that has been going on in oil producing Niger Delta regions. The Sahara desert which is already creeping progressively into parts of the northern areas of Nigeria will advance at a faster pace and parts of low- lying coastal regions  will  be  bound  to  be  submerged  underwater.  Apart  from  the  irreparable   loss  of biodiversity, the effects  of severe climate change on food production and importation are too serious to contemplate.   Changes in processes, practices  and structures to moderate potential damages or to benefit  from opportunities  associated with climate change adaptation  can be achieved through proper climate change adaptation education to enlighten the citizenry about the dangers and possible ways ofmitigating the impacts of climate change.

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Adaptation refers to changes in processes, practices, or structures to moderate or offset potential damages or to take advantage of opportunities associated with changes in climate.  It is all changes in a system, compared to a reference case that reduces the adverse effects of climate change (Fussel and Kelvin, 2002). Adaptation is also the adjustment in natural or human systems in response to actual or expected climatic stimuli or their effects  which  moderates harm or exploits beneficial opportunities (IPCC, 2007).  Adaptation seeks to lower the risks posed by the consequences of climate change.  It is a practical step to protect countries and communities from likely disruption and damage that will result from effect of climate change.  For example,  flood walls could be built and human settlements moved out of flood plains and other low-lying areas. It  also  means  ensuring  that  those  efforts  are  flexible  and resilient  enough  to  mitigate  the challenges that climate change may bring in the future. Another practical step is to get the young ones  (youths)  well  informed  and involved by  infusing  climate change  adaptation  into  their biology curriculum.

Adaptation to climate change includes all adjustments in behaviour or economic structures that reduce the vulnerability of society to changes in the climate system.    The challenge of climate change adaptation is no longer a question of ‘if but that of ‘how’  countries should adapt (Ozor, 2010). According to an assessment by the Climate Prediction and Application  Centre (ICPAC) we will ‘adapt’ or ‘die’ (Ogallo, 2009: 35). Adaptation to the adverse effects of climate change is vital in order to reduce the impacts of climate change that are happening now and increase resilience to future impacts. Therefore climate change adaptation is any action taken to minimise the adverse effects  or to take advantage of any beneficial effects of climate change. Adapting  to the changes has consequently  emerged as a solution to address the impacts  of climate change that are already evident in some regions (Lisa& Schipper, 2007).  The infusion of climate change adaptation into the biology curriculum could enlighten students on successful adaptation process. This is because awareness and quality of knowledge on existence and issues relating  to climate  change  could  reduce  the  impact  of the  phenomenon.  The  inclusion  of socioscientific and environmental issues in the science classroom is an important component of science education,  particularly in relation to the goal of helping students become scientifically and ecologically literate citizens, who can describe, explain and predict natural phenomena using sound ecological  thinking,  capable  of full participation  in  a democratic  sustainable  society. Therefore,  there  is  the need  to  develop  an  instructional package  to  infuse  climate  change

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adaptation  into the senior secondary  school biology  curriculum  in other to create awareness on climate change adaptation among students and the society at large.

Awareness  is the state or ability to perceive,  to feel or to be conscious  of events, objects, thoughts,  emotion or sensory patterns.  Most Nigerians  are not aware of what climate change is and its effects.  According to Olorunfemi (2010), the biggest obstacle about climate change is the lack of awareness  and knowledge,  therefore Nigerians  need to be educated  and informed  about climate  change  and how  it can change  their  lives drastically.  According  to the UNDP  (2010) report, the level of awareness  about  climate change  is rather low in Nigeria  and it is likely to continue if no intervention measures are taken.  Due to the low level of awareness and knowledge on the impact of climate change, people are engaged in activities that contribute to the problems of climate  change.  The urgency  arises to develop  an instructional  package  on climate  change adaptation   for  a  better   understanding   of the  changing   climate.  Adequate   knowledge   and awareness of the effects  of climate change will help make communities to join forces in reducing the vulnerability of societies to climate related risks both now and in the future (Oruonye, 2011 ). The  study  of climate  change  may  help  the  students  to  understand  what  causes  the  change; prepares  them for any natural hazard or extreme changes that can be predicted.  It can also help the students to identify both man-made  and natural causes of climate change and the impacts on human  health  and the environment.  Teaching  about  climate  change presents  many  challenges, owing to the complex nature of the physical  climate system (Holbrook  and Devonshine,  2005). There  are many human  factors  affecting  the  system  itself and the various human  responses  to climate  change  (Rebich  &  Gautier,  2005).  Greater  effort  is needed  to  sensitize  the  Nigerian populace,  especially  the students who  will be change  agents  among  their peers  and society  at large of the new trend in climate profile,  and the expected  consequences  of the trend (some of which  they are already  experiencing).  This  will assist  them  in planning  suitable  strategies  for sustaining their economic activities in the face of the changes.

Educating  students on climate change is vital because they will continue to populate cities and the energy consumption  and conservation habits they develop during their school years will most  likely  persist,  influencing  the  effects  of cities  on  global  energy  consumption.  Climate change   education   was  the  topic   of a  three-   day  expert   seminar  organized   by  UNESCO Headquarters  in Paris,  27- 29 July 2009 to discuss and make recommendations  on the role and

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potential for education in addressing global climate change.  One of its specific objectives was to; promote the effective  integration  of climate change education into educational programmes  and school curricula. Nigeria  needs  to key into the global race of competitiveness  and knowledge economy so as to set up policies and factors that will determine the level of productivity  in the country. The need therefore arises to develop an instructional package to infuse climate change adaptation into the senior secondary biology curriculum.

Secondary schools are educational institutions  below tertiary level established to inculcate in learners the societal needs,  values and challenges which are dynamic in nature.  This implies that societal needs and challenges are channelled to the formal educational institutions as ways of preparing members to properly deal with such  issues and challenges as they arise.  The societal needs and challenges are usually reflected in school curricula.

Curriculum  is a sequence  of potential  experiences  set up  in  schools  for the purpose  of disciplining children and youths in group ways of thinking and acting. Wheeler (1978) defined curriculum as an assignment or a series of activities intended to be completed in order to acquire desirable  knowledge,  skills,  habits  and  values  for  life  in  society.  It  is  a  deliberately  and systematically planned attempt to change the behaviour of the young and inexperienced and also to enable  them to gain the insight that will build a better  society.  Curriculum  is a continuous process  of a  series  of activities  undertaken  by  the  school  to  improve  upon  the  life  of the individual and society (Offorma,  2002).  It is first of all a policy statement about education, and secondly an indication as to the ways in which that policy is to be realised through a programme of action.  It is the embodiment  of a programme  of learning  and induced philosophy,  content, approach and assessment (Harvey, 2004). A curriculum helps to ensure that staff cover important learning areas,  adopt a common pedagogical  approach (adopt a common instructional strategy) and reach for a certain level of quality across age group and regions of a country.   Therefore if there can be effective  adaptation to the complex global challenges climate change brings, then critically the nature of the school curriculum has to be examined with a view to determine how best the learning experiences and others meet current needs.

Biology  as a science deals with the study of living  things.  It  is the  study of life, being concerned with the entire environment in which life exists, both living organisms (biotic) and the non-living organisms (abiotic) components. The surrounding air, light, moisture, temperature and

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wind  which  are  climatic  variables,  also  soil  and  other  orgamsms  which  are  part  of the environment of various living and non- living objects,  happenings and influence (both natural and artificial), the aggregate of which forms its environment and on which man depends for life and survival of life (Jekayinfa and Yusuf,  2004).  It is one of the most popular sciences offered by both science- oriented and arts- based students in the Senior Secondary Certificate Examination  (SSCE)  in  Nigeria  (Nwachukwu  and  Nwosu,  2007).  Environmental  activities depend highly on climate.  Thus a change in its statistical distribution has a direct impact on the natural system (ecological systems,  hydrology and water resources, coastal  systems) and the human society at large (including human health, settlements, food& fibre production, industry, energy and infrastructure) (Know Climate Change,2012). A well- informed citizenry, responsive institutions, and problem- focused knowledge generation are key elements for effectively addressing challenges emerging from climate change and its variables like causes, effect, impact, mitigation and adaptation could be integrated into the secondary school biology curriculum to equip learners with the necessary skills for climate change adaptation.

Biology curriculum intends to provide a modem biology course as well as meet the needs of the  learner and the society through relevance and functionality in  its  contents,   methods, processes and application.  One of the major objectives of the biology curriculum according to the Federal Ministry of Education is to prepare the  students to acquire the ability to apply scientific  knowledge  to  everyday  life  in  matter  of personal  and  community  health  and agriculture.  The  Nigerian  senior  secondary  school  biology  curriculum  has  a  theme  ‘The Organism and its Environment’ that run across the senior secondary school years one to three (SSl-3)  curriculum.  It  lends  itself to  topics  where  climate  change  issues  can be  infused/ integrated.  Each theme has its own learning content and biology teachers can integrate  the climate change adaptation in those learning content, which have several activities.  For example in SSl  under the theme organism and its environment, topics such as basic ecological concepts and energy transformation in nature are treated. Also in SS2 we have topics such as; nutrient cycling in nature, ecological management (adaptation and pollution) and conservation of natural resources. For the SS3 class there is only one topic which is balance in nature. Biology teachers, therefore can infuse climate change adaptation in  their teaching process in order to increase students’ awareness and knowledge of climate change adaptation.

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The use  of Instructional  package  in meeting  the  challenges  of learning  to ensure  better academic  performance  of students  should be underscored.  Students  learn better  when  adequate instructional  media and materials  are designed, produced  and packaged  to complement  teacher’s effort.  Instructional   package  therefore   are  used  to  describe   specially  produced   instructional materials   that  are  capable  of giving  specific  instruction  within  a given  time  limit  with  very minimal   teacher’s   intervention    (Soetan,   Olumorin,   Yusuf,   Ajidagba    and  Agbana,  2010). Instructional   package   according   to  Narmratch   and  Piyanukool   (2011)  includes   content  and learning   experience,    which   are   used   to   develop   the   students’    learning   behaviour    and achievements.  Instructional  package  consists  of a number  of tools,  including  a printed  textbook for  students  and  a printed  or  electronic  teacher’s  guide.  It may  also  include  other  electronic elements.  It has  shown  its  efficiency  as  a useful  teaching  material.  Instructional   package   is designed   specifically   for  teaching  and  learning  and  is  considered   a  support,  mediation   and reference   tool.  Its  use  reinforces   and  develops   student’s  learning   autonomy   and  ability  in learning  systematically.  Instructional  package  aims  to  expand  student’s  cultural  horizons  and promote  social values.  It is a coherent package  based  on the broad  areas of learning  and present suggestions  for developing  cross-curricular competencies.

An  instructional   package  consists  mainly  of the  following  elements:  Aims,  goals  and objectives;   Subjects  Content/  Leaming   experiences;  Methods/strategies of delivery/   learning activities  and Evaluation  strategies. Many  research  works  have been  carried  out on the use  of instructional  package. Fakomogbon (1997) developed  a captioned-video instructional  package  in introductory  technology  for hearing  impaired  students. Olumorin  (2000) designed  and developed plastic  instructional  package  for the use in secondary  schools. Olanrewaju  (2003) designed  and developed  photo-series  self- instructional  package  in Fine Art for junior  secondary  schools  and found out they were effective  in improving  students awareness  and academic achievement  in the respective  subjects.

Instructional  packages are used in solving educational problems  and climate change is an environmental  problem   that  affects  the  education   system,  because   it  can  negatively   affect academic  activities  whenever  it occurs  in  an environment.  Hence,  the present  study  seeks  to develop an instructional  package  to infuse climate change adaptation, with the aim of increasing student’s awareness and knowledge  on adapting to climate change.

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Statement of the problem

Climate change has brought about severe and possibly permanent alterations to our planet geological, ecological and biological systems. The Intergovernmental Panel on Climate Change (IPCC) attributed these changes in climate to human activities.  This has led to emergence of large scale environmental hazards to human health,  such  as extreme weather,  ozone depletion, loss of biodiversity, stresses to food-producing systems and global spread of infectious diseases. Climate  change  terminology  is  poorly  understood.  Studies  have  shown  that  there  is  low awareness of individuals on climate change adaptation. It is often literally interpreted as ‘changes in weather’. Nigeria is one of the most vulnerable countries to the vagaries of the climate, as the scope of the impacts of climate variability over the last three or four decades has shown. Climate change is one of the most pressing issues facing Nigeria as a nation resulting in environmental, social, and economic problems.  The year 2012 witnessed tremendous drought and floods which led to late planting of crops, poor crop yields, destruction of farmlands and properties, rendering of people homeless as well as deaths, hunger,  malnutrition, pests and diseases in many eastern States in Nigeria. Many national and international organizations have developed strategies to enhance climate change adaptation, yet the issue of climate change still persist. Evidence from some studies reviewed have shown that educators try out so many means to solve issues in the environment especially as it pertains to education.  One of the ways they do this is by infusion into the educational curriculum some of those issues to ensure sustainability of the environment and man. The infusion of climate change adaptation into  the school curriculum is  necessary because it could help in producing youths that will be able to care for their environment and help in combating climate change related problems.  Therefore, based on the reccurring nature of climate change and the need for proper adaptation of individuals to climate change, the problem of this study is to develop an instructional package to infuse climate change adaptation into the senior secondary school biology curriculum.

Purpose of the study

The purpose of this study was to develop and validate an instructional package to infuse climate change adaptation into senior secondary biology curriculum.

Specifically the study sought to:

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1.        determine  the instructional  objectives on climate  change  adaptation  to be infused  into the biology curriculum  at the senior secondary  school level

2.       determine  the instructional  contents  that should be utilized  to be achieve  the objectives  of the climate change adaptation in biology  curriculum  at the senior secondary  school level

3.         determine   the  instructional   methods   that  could  be  adopted   to  teach   climate   change adaptation  through the biology curriculum  to senior secondary  school students

4.       determine  the instructional  materials  to be utilized  in teaching  climate change adaptation  in the biology curriculum  at senior secondary  school level

5.        determine   the  evaluation   methods  to  be  adopted  for  assessing  the  achievement   of the

objectives  on climate change adaptation  in senior secondary  school

6.       determine   the  achievement of  students   taught   climate   change   using   the  instructional package on climate change adaptation(IPCCA)  developed  by the researcher

7.       determine  the students’  level of  awareness  of climate  change  adaptation  before  and after

exposure  to IPCCA

Significance of the Study

The  study  has  both  practical  and  theoretical   significance.  Theoretically,  the  study  is anchored  on Thorndike  connectionism and B.F  Skinner’s  operant  conditioning  theory.  Edward Lee  Thorndike  propounded connectionism theory  in the  year  1911. The  theory  stipulated  that learning  is the result of associations  formed between  stimuli and responses  (S-R pairing).  It   is a theory  that  is concerned  with  man’s  intellect,  character  and  skill  as  sum  of his  tendencies  to respond  to situations  and elements  of situations  that make up the world.  Learners  have  specific goals  and  respond   in  determined   ways  because   of those  directions   (stimulus-response).  If learners are to meet with situations  where previous  learning had not prepared  them to understand a process, they would have no background experiences  to deal with that situation until they learn a correct response. Therefore, when the learners  are taught  about climate change  adaptation, they develop  awareness,  which  is a solution  to the harmful  impact  of climate  change. B.F Skinner on the other  hand  developed  operant  conditioning theory  in  1938.  The theory was based  upon  the idea  that  learning  is  a  function  of a  change  in  overt  behaviour.   Hence,  when  students   are enlightened  on  the causes  and  impact  of climate  change,  they  will  know  how  to  adapt  to the

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environment and also avoid indulging in practices that can bring about a change in climate. For example;  tree planting  and reforestation,  proper disposal of waste  in  the environment,  stop dumping of refuse in drains,  formation of climate change clubs in schools and construction of embankments to keep water back against pollution of wetland among others.

Practically,  the findings of this study could be beneficial to the following people, biology students,  biology  teachers,  policy  makers,  educational  administrators,  researchers,  textbook writers and curriculum planners. It is hoped that the result of this study will help to enlarge students’ active learning capacity, which may be a cornerstone to elevating their knowledge and understanding level on climate change.  Students’  enlightenment about climate change could enable them to adapt to the problems of climate change effectively.  They will become change agents on climate change issues in the community and to their peers. Also there will be a higher performance in examination as their knowledge will be enhanced.

Biology teachers will find this study useful in the teaching of climate change by becoming familiar with the aims, goals and objectives; subject contents; methods/strategies of delivery/learning  activities that can enable them teach  effectively.  With  these also,  biology teachers may transfer knowledge  and skills learnt in  climate change issues  to other related themes in the biology curriculum. They also will become change agents in schools and communities.

Policy Makers such as inspectors and supervisors of schools will also benefit from this study.  The results of this study have potentials for providing a knowledge base for policies and programmes/campaign on climate change awareness which is required to gather the support for action within government, NGO’s ( Non-Governmental Organization) ,  private sectors and the public at large. This will help greatly in policy formulation and planning that are geared towards controlling the impact of climate change in the study area and the country as a whole.

Educational Administrators will find this work as a rationale for organizing seminars or workshops on adaptive strategies on how they can handle the effect of climate change and its adaptation.  It will further inform science teacher trainers in Colleges of Education and Faculties of Education in Nigerian Universities on the need to restructure or modify their teacher training

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programmes with a view to improving  their knowledge,  understanding and attitude towards climate change.

Textbook writers in biology would see the need to incorporate in their science teaching textbook, the topic climate change adaptation issues. Also textbook writers will see the need to give a well detailed practical work to test the students’ theoretical and practical understanding of the concepts, effect, impact and adaptive strategies and skills been taught.

Furthermore,  the findings will help curriculum planners  to inject  innovations  into  the NERDC  (Nigerian Educational Research  and Development  Council) biology  curriculum by building into it the study ofclimate change.

To other researchers,  the  findings of this  study will also help them to determine the necessary areas in their individual subject areas to infuse climate change related issues to create awareness on climate change adaptation among students and teachers.

Scope of the Study

The study is on development and validation of instructional package on climate change adaptation  into  senior  secondary biology  curriculum.  The  study determined  the  objectives, content,   teaching  methods,   instructional  media  and  evaluation  method.   The  study  also determined the level of awareness   and academic achievement of the students after they have been taught the infused climate change adaptation in related topics in senior secondary biology curriculum from years one to three (SSl-3),  covering the major themes of organism and its environment. From the curriculum, the SSI topics on’  basic ecological  concepts and energy transformation in nature was used.    In SS2 topics on nutrient cycling in nature,  ecological management (adaptation and pollution) and conservation of natural resources was used, while  in SS3, the topic balance in nature was utilized. The study was limited to senior secondary school biology  teachers,  students  and  science educators  in higher  institutions  (Public  Colleges of Education and Universities) in Anambra State.

Research Question

The following research questions guided this study:

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1.          What are the instructional objectives on climate change adaptation to be infused into the biology curriculum at the senior secondary school level?

2.       What  are  the instructional  contents  that  should be  utilized  to  achieve  the  objectives  of climate change instructional package in biology curriculum at the senior secondary school level?

3.         What  are  the  instructional   methods  that  could  be  adopted  to  teach  climate  change

adaptation through the biology curriculum to senior secondary school students?

4.       What are the instructional materials to be utilized in teaching climate change adaptation in the biology curriculum at senior secondary school level?

5.        What  are  the  evaluation  methods  to  be  adopted  for  assessing  the  achievement  of the objectives on climate change adaptation in senior secondary school?

6.       What  is  the  mean  achievement   score  of  students   taught   climate  change  usmg   the instructional package  (IPCCA) developed by the researcher  and those taught without the package?

7.       What is the students’  level of awareness  on climate change  adaptation  after exposure  to

IPCCA?

Research Hypotheses

The hypotheses which guided this study are stated in their null form as follows:

HOJ:   There  is  no  significant  difference  in  the  mean  achievement  score  of students  taught biology using IPCCA and those taught without IPCCA.H02: There is no significant difference  in the mean awareness score of students taught biology using IPCCA and those taught without IPCCA.

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