ENVIRONMENTAL CONCERN: A SURVEY OF STUDENTS ATTITUDE IN SUNYANI POLYTECHNIC

ENVIRONMENTAL CONCERN: A SURVEY OF STUDENTS ATTITUDE IN SUNYANI POLYTECHNIC Adu-Tutu Felix 1 ; Samuel Yeboah Asuamah 2 ; Boamah Darkwa 1 1. Box 206, General and Liberal Studies Department, Sunyani, Polytechnic, Ghana, West Africa 2. Box 206, Marketing Department, Sunyani Polytechnic, Ghana, West Africa Corresponding author: Samuel Yeboah Asuamah ABSTRACT The aim of the paper is to contribute to the body of knowledge that exists in the area of sustainable development by examining environmental concern among students of Sunyani Polytechnic in the departments of Agriculture and Marketing. A sample of 238 respondents selected using convenient sample method was used. Primary data was collected using self designed questionnaire, administered during lectures. Results indicated that respondents are more concerned about the environment and are willing to embark on good environmental behaviours to promote sustainable environment. Causal study must be done in future research using structural modeling. Future research should focus on causal issues using structural models. Key Words: Environmental Concern; Gender; Poor Families; Air Pollution; Water Pollution Jel Classification: Q1; Q2; Q4; Q53 1. INTRODUCTION The issue of environmental concern in Ghana is of great importance to researchers, policy makers and stakeholders. There have been many studies on the environment in relation to environmental problems and solutions to these problems. Over the years politicians have even made political statements on the issue of the environment and have promised to solve various environmental problems when voted for. Yet Ghana like any other developing economies is faced with a lot of environmental problems (air pollution; land pollution; water pollution; forest degradation; improper sanitation; green house effect). The major cities in Ghana are the most affected communities of environmental problems. According to Dunlap and Jones (2002) environmental concern means the degree to which people are aware of problems regarding the environment and support efforts to solve them and or indicate the willingness to contribute personally to their solution. The findings on researches on the determinants of environmental concerns are found in the works of researchers such as Alibeli and Johnson (2009); Bell (2009); Olofsson and Ohman (2006); Dunlap and Jones (2002); Hayes (2001); Uyeki and Holland (2000); Zelezny et al. 1

(2000); Tuna (1998); Inglehart (1995) and Dunlap et al. (1993); Stern et al. (1993); Mohai (1991); Arcury (1990); Buttel (1987); Arcury et al. (1987); Arbuthnot (1977); McEvoy (1972). The findings on gender have been inconclusive. Some findings indicate statistical significance effect of gender on environmental concern whereas others report of no statistical significance effect of gender on environmental concern. Some researchers report that men are more interested in environmental issues than women. Others also established that women are more concern with environmental issue than men (Alibeli & Johnson, 2009; Harper, 2008; Zelezny et al., 2000; Uyeki & Holland, 2000). Cross country studies has also established that some countries are more concerned with environmental issue than others and this is affected by the stage of economic development of the country. Other studies report of high levels of concern for both poor and rich countries (Alibeli & Johnson, 2009; Bell, 2009; Inglehart, 1995; Dunlap et al., 1993). Findings from some studies are that different supports are given for environmental issues by different countries (Poor and Rich). Educational and social factors have also been identified to significantly affect environmental concern. The findings are that the middle class show more environmental support than the lower class. Studies have shown that family income affects the support for environmental issues and that high income families provide more support than low income families. But some researchers think rich families provide support because they can afford to help but not that they are more than poor families to support environmental issues (Alibeli & Johnson, 2009; Sutton, 2007; Olsen, Lodewick & Dunlap, 1992). On the issue of education the findings are that the higher the educational level of an individual the more they support environmental issues (Alibeli & Johnson, 2009; Harper, 2008). Statement of problem/justification/significance There are many environmental problems in the study area such as poor sanitation, crude damping, indiscriminate defecation, air pollution, land pollution, run-off, noise pollution and littering. In view of these the study investigates the level of respondents environmental concern to determine their level of support for environmental issues. To fill a gap in the literature, the research investigates environmental concern among samples of HND students since in the knowledge of the researchers no such empirical study exists in the study area. The findings of the study provide further understanding of the concept of environmental sustainability by providing answers to the research questions raised in the paper. The findings also provide guideline to policy makers on formulating environmental policies. Future researchers will also find the findings useful reference material. Objective/ Specific objectives 2

The aim of the paper is to contribute to the body of knowledge that exists in the area of environmental sustainability by examining the levels of environmental concern among samples of higher National diploma (HND) students in Sunyani Polytechnic Ghana. Specifically, the paper identifies the attitude of the respondent towards environmental concern and also examines the effect of demographic, social and economic variables on environmental concerns. Research questions/hypotheses The paper is based on these research questions and hypotheses. Which areas of the environment are the concerns of respondents? What variables influence respondents level of concern on environmental issues? The hypotheses for the paper are: Demographic variables significantly influence responses on environmental concern. Socio-economic variables statistically affect response on environmental concern. Respondents are concern about environmental issues. These hypotheses are tested using One-Way ANOVA. Limitations/Scope The paper may lack external validity since the sample was selected using convenient sample method and also small sample size used in relation to the total population of the students. Selected variables that were believed to have strong effect on environmental concern in the study area were used and not all variables that have been used in the literature. Articles on general environmental sustainability were also not review. Papers on respondents environmental behaviours were also not reviewed. 2. METHODOLOGY The research is based on descriptive quantitative cross sectional survey research design using sample of 238 students of the agricultural science and marketing departments of Sunyani Polytechnic selected through convenient sample method. Primary data on attitude and knowledge was collected using self-designed questionnaire, administered during lectures. Questions were read by researchers and explained to the students. The questions were closed ended questions. Primary data obtained was analysed using frequencies, percentages and ANOVA. The SPSS version of 16.0 was used. 3. RESULTS AND DISCUSSION 3.1: Demographic features of respondents The survey comprises 162(68.1%) males and 76(31.9%) females. Majority 137(57.6%) belong to the age group of 18-22years, followed by 85(35.7%) in the age group of 23-27years, then 10(4.2%) in the age group of 28-32years with 2(0.8%) between 38-42years and 2(0.8%) less than 18years while 1(0.4%) is above 42years and 1(0.4%) between 33-37years. Majority 198(83.2%) of them were Christians, followed by Muslims 29(12.2%) then those who are not in any religious group 9(3.8%) with 1(0.4%) who belong to other faith and 1(0.4%) 3

missing responses. On class levels majority 211(88.7%) are in first year; 22(9.2%) in third year; 3(1.3%) in second year and 2(0.8%) missing responses. On programme of study majority 168(70.6%) are in Marketing one, while 68(28.6%) are agriculture students in first year, second year and third year. there were 2(0.8%) missing responses. On family income status most 114(47.9%) belong to medium income group followed by lower income group 48(20.2%) and those in high income group 45(18.9%) with 29(12.2%) respondents who played neutral and 2(0.8%) missing responses. The distributions of educational level of the fathers of respondents are as follows: 81(34%) respondents have no post secondary education; 76(31.9%) have tertiary education; 76(31.9%) have post secondary education and 5 missing responses. On mothers education, mothers of majority 119(50%) have no post secondary education followed by those who have post secondary education 72(30.3%) with 47(19.7%) having tertiary education. Personality types of respondents were identified. Majority 123(51.7%) of the respondents are individualistic followed by collectivistic group 93(39.1%) and those who played neutral 20(8.4%) with 2(0.8%) missing responses. Respondents belong to various regions in the country. The distribution is as follows; 49(20.6%) of the respondents are Brong Ahafo; Ashanti 86(36.1%). The rest of the distribution are Western region 18(7.6%) and Upper East 12(5%) and Eastern 18(7.6%). The other groups are Northern region 19(8.0%), Upper West 10(5%), Volta 11(4.6%); Central 11(4.6%); Greater Accra 3(1.3%) with 1(0.4%) missing response. 3.2: Distribution of responses on environmental concern Respondents concern of the environment was examined using Likert scale. Twenty statements were given to the respondents. Their responses were ranked. The results are shown in Table 1. The first three environmental concerns of the respondents are saving the environment for future generation ; participation to help the environment and air pollution. These results show that respondents degree of concern is high. The respondents are tertiary students and this might affect their attitude towards environmental issues. Education level significantly affects individual support of environmental issues (Alibeli & Johnson, 2009; Harper, 2008). Respondents are prepared and willing to support in solving the environmental problems. However, most do not use bags when visiting public places. In Ghana most public places do not have litter bins and respondents are likely to litter in those places. Citizens should be educated to carry bags when visiting public places so as to avoid littering. City officials should also provide litter bins at public places and on streets. Table 1: Ranking of responses on environmental concern STATEMENTS 4 PERCENTAGES/ FREQUENCIES I have to save the environment for future generation 231(97.1%) I want to participate to help the environment 216(90.7%)

I am concerned about Air pollution 211(88.7%) I am concerned about water pollution 210(88.3%) I am concerned about Natural resource depletion 208(87.4%) I live in harmony with nature to survive 205(86.1%) Humans have right to modify the natural environment to suit their needs 197(82.7%) I am concerned about climate 194(81.5%) Balance of nature is easily destroyed by human activities 191 (80.3%) If somebody litters it bothers me a lot 189(79.4%) Science and technology are alternatives to nature 185(77.7%) I am concerned about waste generation 181(76.1%) I am concern about noise 171(71.8%) It is too difficult for me to help the environment 165(69.3%) I am concerned about endangered species and biodiversity 150(63%) Help the environment even if it cost me more money or takes more time 149(62.6%) Culture and technology can provide for human needs 144(60.5%) I am concerned about genetically modified organisation 122(51.2%) I use garbage bags for litter when visiting public parks or the open 112(47.1%) (Source: Field survey, October, 2012) ONE-WAY ANOVA RESULTS One Way analysis was used to examine the link between demographic/social variables and the responses on various statements on environmental concern. These variables were age, gender, region, religion, personality type, year in school, programme of study and family social class. Age has statistical significant effect on the mean response of one statement which is I am concerned about noise (F=1.833; p=0.094). Personality type also has significant effect on the mean responses of two statements which are I am concerned about water pollution (F=3.879; p=0.022) and I am concern about endangered species and biodiversity (F=2.949; p=0.054). Gender has significant effect on seven statements measuring environmental concerns. The results are shown in table 2. In the literature the findings on gender and environmental concerns have been inconclusive (Alibeli & Johnson, 2009; Harper, 2008; Zelezny et al. 2000). Table 2: One Way results on Gender and environmental concern Culture technology can provide for human needs 8.727 0.003 If somebody litters it bothers me a lot 6.484 0.012 I am concerned about waste generation 3.053 0.082 I am concerned about Air pollution 8.416 0.004 I am concerned about water pollution 3.611 0.059 I am concerned about Natural resource depletion 3.516 0.062 I am concerned about endangered species and biodiversity 3.555 0.061 5

The regions where respondent came from also significantly affect the mean responses of four statements measuring environmental concern. The results are shown in Table 3. Table 3: One Way results on Region and environmental concern Balance of nature is easily destroyed by human activities 1.804 0.069 Science and technology are alternatives to nature 1.808 0.068 Humans have right to modify the natural environment to suit their needs 1.842 0.062 I am concerned about Air pollution 2.009 0.039 The year in school also significantly affect the mean responses given by respondents on seven statements measuring environmental concern. These are shown in Table 4. Table 4: One Way results on Year in School and environmental concern Balance of nature is easily destroyed by human activities 2.883 0.058 Culture technology can provide for human needs 5.724 0.004 I use garbage bags for litter when visiting public parks or the open 2.826 0.061 I am concerned about waste generation 4.113 0.018 I am concerned about genetically modified organisation 4.101 0.018 I am concerned about endangered species and biodiversity 5.443 0.005 I am concerned about noise 2.599 0.076 The religion of respondents has statistical significance effect on the mean responses of seven statements which are shown in Table 5. Table 5: One Way results on Religion and Environmental concern I have to save the environment for future generation 9.992 0.000 balance of nature is easily destroyed by human activities 3.017 0.031 Help the environment even if it cost me more money or takes more time 6.555 0.000 If somebody litters it bothers me a lot 2.189 0.090 I am concerned about Air pollution 3.072 0.029 I am concerned about water pollution 7.856 0.000 I am concerned about noise 2.774 0.042 6

Family social class significantly affects the mean response of some statements as shown in Table 6. Some researchers have established that the family income level and social class significantly affect environmental concern (Alibeli & Johnson, 2009; Sutton, 2007). Table 6: One Way results on Family Social Class and Environmental concern I live in harmony with nature to survive 2.353 0.097 Human have right to modify the natural environment to suit their needs 6.359 0.002 I use garbage bags for litter when visiting public parks or the open 2.429 0.090 I am concerned about climate 3.283 0.039 I am concerned about Air pollution 2.590 0.077 I am concerned about water pollution 3.198 0.043 I am concerned about Natural resource depletion 7.329 0.001 Programme of study of respondents significantly affect the mean responses of some statements measuring environmental concern. The results are shown in Table 7. This does not support the findings of Müderrisoğlu and Altanlar (2011) study in which they established that faculty of students does not significantly affect environmental attitude and behaviour. However, the findings support that of Thapa (1999) who indicated that the more students take environmental courses the positive their attitude towards environmental issues. Table 7: One Way results on Programme of study and Environmental concern Balance of nature is easily destroyed by human activities 6.865 0.009 Economic growth harms the environment 2.850 0.093 Culture technology can provide for human needs 10.892 0.001 Science and technology are alternatives to nature 4.597 0.033 Humans have right to modify the natural environment to suit their needs 4.846 0.029 I want to participate to help the environment 3.469 0.064 Help the environment even if it cost me more money or takes more time 3.609 0.059 If somebody litters it bothers me a lot 2.975 0.086 I am concerned about climate 3.252 0.073 I am concerned about waste generation 4.872 0.028 I am concerned about genetically modified organisation 4.085 0.044 I am concerned about endangered species and biodiversity 10.012 0.002 4. CONCLUSION It has been established in the paper that respondents are highly concerned with environmental issues and are prepared to indulge in behaviours that will make the environment sustainable. 7

Respondents are more concerned with air pollution, water pollution and natural resources depletion. They are prepared to save the environment for future generation and will want to participate to help the environment. Demographic and social variables significantly affect respondents attitude towards environmental issues and their concern for the environment. Litter bins must be provided at public places so that people will not litter public places. People should also be educated to carry litter bags when visiting public places. Future studies should include students from other departments in a comparative manner to determine if these findings will be replicated. The sample size should be increased in future studies so that findings will be more valid externally. Since this study is descriptive and correlational in nature future studies should focus on causal issues using structural models. Longitudinal studies should also be considered to determine if students attitude will change as they spend more years studying. Future research is recommended to investigate levels of concern about the environment for the general public in Ghana using national representative data. REFERENCES Alibeli, M. A., & Johnson, C. (2009). Environmental Concern: A Cross National Analysis. Journal of international and Cross-Cultural Studies, 3(1), 1-10. Arbuthnot, J. (1977). The Rules of Attitudinal and Personality Variables in the Prediction of Environmental Behavior and Knowledge. Environment and Behavior 9(2): 217-231. Arcury, T. A. (1990). Environmental Attitudes and Environmental Knowledge. Human Organization 49 (4): 300-304. Arcury, T. A., Scollay, S. J., & Johnson, T. P. (1987). Sex Differences in Environmental Concern and Knowledge: the Case of Acid Rain. Sex Roles 16(7/8): 463-472. Bell, M. (2009). An Invitation to Environmental Sociology. 3 rd Ed. Los Angeles: Pine Forge Press. Buttel, F. H. (1987). New Directions in Environmental Sociology. Annual Review of Sociology 13: 465-468. Dunlap, R. E. & Jones, R. (2002). Environmental Concern: Conceptual and Measurement Issues. In Handbook of Environmental Sociology edited by Dunlap and Michelson. Pp. 482-542. London: Greenwood Press. Dunlap, R. E., Gallup, G. H. & Gallup A. M. (1993). Of Global concern: Result of the Health of the Planet Survey. Environment 35(9): 7-15, 33-39. 8

Harper, C. L. (2008). Environment and Society: Human Perspectives on Environmental Issues. 4 th edition. New Jersey, NJ: Prentice Hall. Hayes, C. B. (2001). Gender, Scientific Knowledge, and Attitudes toward the Environment: A Cross-National Analysis. Political Research Quarterly 54(3): 657-671. Inglehart, R. (1995). Public Support for Environmental Protection: Objective Problems and Subjective Values in 43 Societies. PS: Political Science and Politics 28(1): 57-72. McEvoy, J., III. (1972). The American Concern with the Environment. In W. B. Burch, Jr., N.H. Check & L. Taylor (Eds.), Social Behavior, Natural Resources and the Environment. New York, NY: Harper and Row. Mohai, P. (1991). Men, Women, and the Environment: An Examination of the Gender Gap in Environmental Concern and Activism. Society and Natural Resources 5(1): 1-19. Müderrisoğlu, H., & Altanlar, A. (2011). Attitudes and behaviors of undergraduate students toward environmental issues. Int. J. Environ. Sci. Tech., 8 (1), 159-168. Olofsson, A., & Ohman, S. (2006). General Beliefs and Environmental Concern: Transatlantic Comparison. Environment and Behavior 38(6): 768-790. Olsen, M. E., Lodewick, D. G., & Dunlap, E. R. (1992). Viewing the World Ecologically. Boulder, CO: Westview Press. Stern, P. C., Dietz, T., & Kalof, L. (1993). Value Orientations, Gender, and Environmental Concern. Environment and Behavior 25(3): 322-348. Sutton, P. W. (2007). The Environment: A Sociological Introduction. Malden, MA: Polity Press. Thapa, B., (1999). Environmentalism: A study of undergraduate students. Proceedings of the 1999 northeastern recreation research symposium. April 11-14, 1999 Bolton Landing, New York. The Pennsylvania State University, 41-50. Tuna, M. (1998). Environmentalism: An Empirical test of Multi-Level Effects on Environmental Attitudes in more and less Developed Countries. Ph.D Dissertation. Mississippi State: Mississippi Uyeki, E. S. & Holland, L. J. (2000). Diffusion of Pro-Environment Attitudes. American Behavioral Scientist 43 (4): 646-662. Zelezny, L. C., Chua, P., & Aldrich, C. (2000). Elaborating on Gender Differences in Environmentalism. Journal of Social Issues 56(3): 443-457. 9

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