Assessing Climate Change Awareness Among

ASSESSING CLIMATE CHANGE AWARENESS AMONGST SECONDARY SCHOOL
STUDENTS’: A CASE STUDY OF MUFULIRA DISTRICT.
By
Chomba Kawambwa
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Climate
Change and Sustainable Development in the School of Agriculture and Natural Resources of
Mulungushi University.
August 2022
Certification
This is to certify that the work contained in the thesis titled “Assessing climate change awareness
amongst secondary school students”, submitted by Chomba Kawambwa (202003276) for the
award of a Master’s degree in Climate Change and Sustainable Development to the Mulungushi
University is a record of bona-fide research works carried out by him under our guidance. It is
certified that the work has not been presented anywhere else for academic accreditation and that
the researcher complied with the plagiarism guidelines of the university.
Name of Supervisor: Mr Francis Sichilima
Signature ………………….…… Date ……/………/…….
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Declaration and Copyrights
This research report was written and submitted in accordance with the requirements for the
undertaking of a Master’s degree in Climate Change and Sustainable Development. I hereby
declare that this work is entirely my work and has never been presented for academic accreditation
in any other University or for any other award.
I therefore reserve all the right to this document.
Acknowledgement has been made where other people’s work has been drawn.
Names : Chomba Kawambwa
Signature: ………………………
Date: …………………………….
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Acknowledgement
I, the researcher, would like to express my thanks to my supervisor Mr Francis Sichilima for the
guidance in conducting and writing this research. Without his professional supervision my
research would have been unsuccessful. I am especially grateful to the School for the role played
in training me as a Climate Change and Sustainable development specialist.
I wish to direct my thanks to all the participants that offered their opinions and knowledge for the
analysis and completion of this research.
I also wish to acknowledge the assistance and support of my family members, friends, fellow
students, and lecturers for their help and encouragements during my research and my studies.
Mostly, all thanks go to the almighty God for his mercies, knowledge, and good health he has
continued to grant me.
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Dedication
To my Father, the late Mr. Patrick B. Kawambwa, for being such an inspiration in my life.
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Disclaimer
In the absence of prior written consent from the researcher, this report or any of its parts shall be
reproduced, communicated to, or distributed to the public. We do not accept any liability if this
report is used for an alternative purpose from which it is intended, nor to any third party in respect
of this report
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Abstract
Climate change awareness is much needed for public support in its mitigation and adaptation. In
this regard, both classroom and public education is critical in raising levels of awareness on the
subject. This research was designed to assess the climate change awareness amongst secondary
school students in Mufulira District. Objectives of the study were to: determine students’ level of
climate change awareness, to ascertain how explanatory variables such as gender, grade, school
location and school type/ ownership explain distribution in the level of awareness; and to also
ascertain student sources of information (SI), Behavioural intention (BI) and Perception (P) on
climate change; and to Investigate the influence that factors of awareness (BI, P, and SI) have on
the student’s level of awareness. Descriptive survey design was adopted in which some 140
randomly selected respondents were drawn from 10 secondary schools within Mufulira District.
A structured questionnaire was administered to obtain data on students’ sources of information,
behavioural intention and perception on climate change. Results show that the level of climate
change awareness amongst secondary school students in Mufulira is not significantly low (χ2 =
80.08, n = 140). From the mean scores, students registered a medium level of awareness albeit
gaps in their knowledge. Factors such as gender (r = 0.139, p = 0.102, n = 140), grade(r= 0.060,
p=0.482, n=140) School type (r = 0.092, p = 0.283, n = 140) and school location (r = 0.007, p =
0.930, n = 140) emerged influential on students’ level of awareness though their influence
remained statistically weak and insignificant. Results further show that students perceived climate
change as a threat but, it is very unfortunate that student under behavioural intention, it was
discovered that student barely get involved in climate related activities and action based behaviour
that are likely to lead to high levels of awareness on climate change. Further, multiple regression
analysis to predict the impact that SI, BI and P contribute to the levels of climate change awareness
done, and it was revealed that source of information (SI) (ß = 0.) positively contributed to climate
change awareness, of which the contribution that SI= (P=0.002) was statistically significant. While
the other two variables from the Beta coefficient (BI) (ß=0.059) and (P) (ß=0.035) also indicated
to have positively contributed to climate change awareness, but remained statistically insignificant
(P>0.005). Key recommendations included: Awareness campaigns and programs regarding
measures to combat climate change should be introduced and taken seriously in schools for better
preparedness of the new generation; Policy makers and curriculum developers in education should
consider making Climate Change Education content examinable so that both the learners and
teachers can take it seriously.
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Table of Content
Certification ..................................................................................................................................... i
Declaration and Copyrights ............................................................................................................ ii
Acknowledgement ......................................................................................................................... iii
Dedication ...................................................................................................................................... iv
Disclaimer ........................................................................................................................................v
Abstract .......................................................................................................................................... vi
Table of Content ........................................................................................................................... vii
Table of Figures ............................................................................................................................. xi
List of tables ................................................................................................................................. xii
ACRONYMS AND ABBREVIATIONS .................................................................................... xiii
CHAPTER ONE: .............................................................................................................................1
INTRODUCTION ...........................................................................................................................1
1.1. Background of the study ...................................................................................................1
1.2. Statement of the Problem ..................................................................................................3
1.3. Main Objective..................................................................................................................4
1.4. Specific Objectives ...........................................................................................................5
1.5. Research Questions ...........................................................................................................5
1.6. Research hypothesis ..........................................................................................................5
1.7. Significance of Study ........................................................................................................5
1.8. Limitations of the study ....................................................................................................6
1.9. Assumptions of the study ..................................................................................................6
1.10. Conceptual Framework and research Model .................................................................6
1.11. Theoretical Framework .................................................................................................7
1.11.1 Theory of Reasoned Action (TRA) ..............................................................................7
1.11.2 Learning theory.............................................................................................................8
1.12. Conclusion .....................................................................................................................8
1.13. Structure of the Report ..................................................................................................8
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CHAPTER TWO: LITERATURE REVIEW ................................................................................10
2.1 Introduction ..........................................................................................................................10
2.2 Evolution of Climate Change as a Problem of Global Concern ..........................................10
2.3. Public Climate Change Awareness and Perception ............................................................10
2.4 Factors Influencing the Public Level of Awareness on Climate Change ............................11
2.5 Global Public Level of Awareness on Climate Change .......................................................13
2.6 Global Perception of Climate Change .................................................................................14
2.7 Public Climate Change Awareness and Perception in Africa ..............................................14
2.8 The Role of Education in Creating Awareness on Climate Change ....................................15
2.9. Conclusion ..........................................................................................................................16
CHAPTER THREE: RESEARCH METHODOLOGY ................................................................17
3.1 Introduction ..........................................................................................................................17
3.2 Research Design...................................................................................................................17
3.3 Study Area ...........................................................................................................................17
3.4 Education in Mufulira District .............................................................................................18
3.5 Target Population .................................................................................................................19
3.6 Sample Size..........................................................................................................................19
3.7 Sampling Method .................................................................................................................20
3.8 Research Instruments ...........................................................................................................21
3.8.1 Construction of Likert Scale .........................................................................................22
3.8.2. Trust worthiness .....................................................................................................22
3.9 Data Collection Methods .....................................................................................................22
3.10 Data Analysis .....................................................................................................................22
3.10.1 Analysis of Variance .......................................................................................................23
3.10.2. Ethical Consideration .....................................................................................................23
CHAPTER FOUR: PRESENTATION OF RESULTS .................................................................24
4.1. Introduction .....................................................................................................................24
4.2. Demographic Characteristics of Respondent ..................................................................24
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4.2.1. Gender Distribution .................................................................................................24
4.2.2. Grade Distribution ...................................................................................................25
4.2.3. School Ownership....................................................................................................25
4.2.4. School Location .......................................................................................................26
4.3. Descriptive statistics and reliability of survey ................................................................26
4.3.1. Internal Consistency of the scale .............................................................................26
4.3.2. Test for normality ....................................................................................................27
4.3.3. Average score values ...............................................................................................27
4.4. Levels of climate change Awareness ..............................................................................28
4.4.1. Climate change awareness amongst respondents ....................................................29
4.4. Distribution of Climate Change Awareness among Explanatory Variable ....................31
4.4.1. Correlation Analysis of Explanatory Variable ........................................................32
4.4.2. Gender .....................................................................................................................33
4.4.3. Grade ...........................................................................................................................33
4.4.4. School Type .................................................................................................................33
4.4.5. School Location ...........................................................................................................33
4.5. Students Sources of information (SI), Behavioural intention (BI) and Perception (P) on
climate change ...........................................................................................................................34
4.5.1. Source of Information on Climate Change ..............................................................34
4.5.2. Information Transfer through Various Media .........................................................35
4.5.3. Behaviour Intention (BI) .........................................................................................36
4.5.4. Perception on Climate change .................................................................................36
4.5.5. Mean distribution per question ....................................................................................37
4.6. Influencing factors of awareness (BI, P, and SI) on awareness ......................................41
4.6.1. Correlation of Data ..................................................................................................41
4.6.2. Regression Analysis ................................................................................................42
CHAPTER FIVE ...........................................................................................................................46
DISCUSSION, CONCLUSION AND RECOMMENDATIONS.................................................46
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5.1. Introduction .....................................................................................................................46
5.2. Respondents Distribution by Gender, Grade, School Type and location. ......................46
5.3. Levels of climate change awareness amongst secondary school students. .....................47
5.4. Students Sources of Information, Behavioural Intention and Perception on Climate

Change .......................................................................................................................................47
5.5. Distribution of climate change awareness amongst explanatory variable ......................49
5.6. Influence of factors of awareness (BI, P, and SI) on students levels awareness ............50
5.6.1 Prediction of climate change awareness based on SI, BI and P ...................................50
5.7. Information from the Semi-Structured Questionnaire for the Teachers .........................52
5.8 Conclusion ...........................................................................................................................55
5.9 Recommendation .................................................................................................................56
REFERENCES ..............................................................................................................................58
Appendix A: INTRODUCTION LETTER ................................................................................61
Appendix B: QUESTIONNAIRE ..............................................................................................62
Appendix C: SEMI-STRUCTURED QUESTIONNAIRE ........................................................66
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Table of Figures
Figure 1.0: Conceptual Framework .................................................................................................7
Figure 2.0: Map for the Study Area ...............................................................................................18
Figure 3.0: Distribution of Respondents by Sex ............................................................................24
Figure 4.0: Distribution of Respondents by School Type .............................................................25
Figure 5.0: Distribution of Respondents by School Location .......................................................26
Figure 6.0: Distribution of respondents Sources of Information ...................................................35
Figure 7.0: Students BI in Taking Part in Climate Change Activities ..........................................39
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List of tables
Table 1.0 Summary of Categories of Secondary Schools per Constituency .................................19
Table 2.0: Sample Frame for the Schools......................................................................................21
Table 3.0: Distribution of Respondents by Grade .........................................................................25
Table 4.0: Reliability Statistic for Internal Consistency................................................................26
Table 5.0: Test for Normality ........................................................................................................27
Table 6.0: Levels of climate change awareness per student ..........................................................28
Table 7.0: Climate change Awareness level ..................................................................................29
Table 8.0: Key for interpreting CCA levels ..................................................................................29
Table 9.0: Mean score values on CCA ..........................................................................................29
Table 10: Mean score values and Standard Deviation on CCA ....................................................30
Table 11: Distribution of Climate change awareness among explanatory variable Hypothesis Test
.......................................................................................................................................................31
Table 12: Correlation Analysis of Explanatory Variable (socio-economic factors) and Students’
level of awareness. .........................................................................................................................32
Table 13: Mean score values on SI ................................................................................................34
Table 14: Mean score values BI ....................................................................................................36
Table 15: Mean score values on Climate Change Perception .......................................................37
Table 16: Mean score values and Standard Deviation on SI .........................................................38
Table 17: Mean score values and Standard Deviation on BI ........................................................39
Table 18: Mean score values and Standard Deviation on Climate Change Perception ................40
Table 19: Correlation Analysis ......................................................................................................41
Table 20: Correlation interpretation Table. ...................................................................................42
Table 21: Regression Analysis ANOVA .......................................................................................43
Table 22: Regression Model Summary Table ...............................................................................43
Table 23: Coefficient Table ...........................................................................................................44
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ACRONYMS AND ABBREVIATIONS
BI Behavioural Intention
CCA Climate Change Awareness
IPCC Intergovernmental Panel on Climate Change
LCCA Levels of Climate Change Awareness
REDD Reduce Deforestation and Forest Degradation
SI Sources of Information
UNCED United Nations Conference on Environment and Development
UNDP United Nations Development Programme
UNEP United Nations Environmental Programme
UNESCO United Nations Educational, Scientific and Cultural Organization
UNFCCC United Nations Framework Convention on Climate Change
UNICEF United Nations International Children’s Emergency Fund
WMO World Meteorological Organization
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CHAPTER ONE:
INTRODUCTION
1.1. Background of the study
Climate change presents us with one of the most urgent and important challenges of our time.
According to the Intergovernmental Panel on Climate Change 2007 (IPCC) we have only very
little time left to keep the global temperature from rising above the critical value of 1.5 degrees
Celsius and prevent long-lasting and irreversible adverse consequences. The Panel suggests that
the situation requires “far-reaching, multilevel, and cross-sectorial” awareness, mitigation and
adaptation actions. The COVID-19 pandemic has shown that states can act decisively and adopt
far-reaching measures in the face of an emergency. Yet the response to the climate crisis has so
far been relatively poor. Despite the urgency and potential consequences involved, there is still
a significant gap between the types of climate actions and behavioural changes needed to
effectively mitigate climate change and its impact (WMO, 2020).
Unquestionably, climate change is among the key challenges to development all over the world
(UNDP, 2007). As such, climate change and global warming have become issues of global
concern in the recent decades. This is evidenced by reports, campaigns and researches on this
subject since the Rio Earth Summit in 1992, which led to the establishment of the Convention on
Biological Diversity, and the United Nations Framework Convention on Climate Change
(UNFCCC). While there are natural causes of climate change, the current warring trend has been
largely blamed on human activities mainly the burning of fossil fuels, industrial pollution,
deforestation, and land use changes (IPCC, 2007; Canadel et al., 2010; Weart, 2010). Therefore
all these anthropogenic activities either increase the concentration of greenhouse gases in the
atmosphere (Canadel et al., 2010), as is the case of combustion of fossil fuel and industrial
pollution, or interfere with the absorption of carbon by terrestrial sinks (IPCC, 2007), as is the
case of deforestation and land use changes, leading to global warming.
Attention on climate change and sustainable development at Global level was sort for the first
time by the Brundtland Report, which stated that the unsustainable development practices of
humankind have pushed the world’s climate to a warming trend (UNWCED, 1987). On the
contrary, the public’s concern on climate change was not triggered by the Brundtland’s report,
but by the unusual northern hemisphere heat wave and drought of the summer 1988
(Christianson, 1999). Numerous studies conducted since then reveal that the vast majority of
people across the world, especially in developing countries, are still unaware of climate change
despite their high vulnerability to the impacts of climate change (Bostrom et al., 1994; Bord,
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Fisher and O’Conner, 1998; Pew Research Centre, 2006; Pugliese and Ray, 2009; Godfrey et al.,
2009).
Despite people being aware of changing weather patterns, most people in Africa are poorly
informed about global climate change (Godfrey et al., 2009; Taderera, 2010). The low level of
awareness on climate change across sub-Saharan African countries is attributed to limited
awareness campaigns on one hand and the fact that African countries have got too many problems
ranging from poverty to political conflicts, on the other hand hence climate change is never a
priority issue (UNFCCC, 2007; UNDP, 2007).
Similarly with awareness, perception of climate change varies across regions in the world.
Various studies show that people in developing countries are more likely to perceive climate
change as a threat (Globe Scan, 2006; Pew Research Centre, 2006; Godfrey et al., 2009).
Contrary results were, however, reported by Pugliese and Ray (2009) who states that climate
change is more likely to be perceived as a serious problem in the developed world than in
developing countries, despite developing countries being the most vulnerable to climate change
impacts. Nevertheless, perception of climate change as a threat has been increasing over the
years, thanks to the severity and increased frequency of climate change impacts (UNDP, 2007).
This gives credence to the notion the perception over a given topic influences the ability and
interest to enquire, learn, act upon, or generally participate.
Furthermore, the human population and particularly children living in poverty in underdeveloped
countries with weak governance and poor education systems are the hardest hit by impacts of
climate change (Reduce Deforestation and Forest Degradation [REDD], 2016). According to
Anderson (2010), the education sector offers an opportunity to combat climate change through
contributing to mitigation efforts thereby reducing vulnerabilities and building resilient societies.
The UNFCCC and the Kyoto Protocol contain articles calling on governments to support
education for climate change. For the most part, the education sector has a fundamental role to
play in developing the knowledge, skills and capacities of individuals and communities to adapt
to climate change and support mitigation efforts, not to mention the role to equip future climate
change solution providers (the youths).
According to UNDP (2007), as stated above, there are low levels of awareness on climate change
across sub-Saharan African countries, hence the majority of the people/populace is unaware of
climate change, although climate variability is being experienced in these countries.
Nevertheless, the Zambian government is conscious and concerned about climate change as a
development issue. In this regard, the government has developed the National Policy on Climate
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Change-2016 and its implementation plan, which outlines actions to be taken to mitigate and
build resilience to the impacts of climate change.
Moreover, even as resources are put together to mitigate climate change, there is need to have a
clear and elaborate understanding of the factors that affect people’s awareness on climate change.
Questions like, ‘what level of awareness among people are we dealing with, and to what extent
factors of awareness influence the level of awareness on Climate Change, need to be answered
if this endeavour is to be successful.
Furthermore, Adaptation and mitigation to climate change, according to Kaoma and Chibembe
(2020) requires the public to be fully aware and perceive climate change as a problem of global
concern. Though some citizens have limited information on climate change, and do not have the
detailed and accurate information needed to participate in the mitigation measures and activities.
This is realized from a vast majority of citizen’s behavior, actions and attitude towards climate
change activities, significantly showing that there is inadequate understanding and knowledge on
climate change, but mostly are at least concerned about the changing weather patterns in the
country. Hence, resulting in more communities getting involved in activities such as
deforestation, charcoal production, undesirable/ poor farming and land use practices that act as
major contributor to climate change (Kaoma. S and Chibembe. H 2020).
It is undisputable that in order to encourage people at all levels in the community to play an active
role in mitigating and adapting to climate change, an increase in awareness on climate change
through education is needed. Therefore, before integrating climate change knowledge into
schools, it is paramount to assess the students’ level of awareness on climate change, since the
level of awareness are likely to influence how they conduct climate change knowledge transfer
in the community. It’s against this background that we have to assess the levels of climate change
awareness among secondary school student, and recommend ways of fill the perceived gap,
considering that more information can be learnt from school, hence the need to determine
whether the problem is originating from inadequate climate information in schools or other
social-economical factor.
1.2. Statement of the Problem
It has become obvious and evident that Climate change is real and its impacts are felt across the
world. Zambia not being spared of course. Ranging from occasional dry spells, excessive
rainfalls, increased annual temperatures, flash floods and changes in the growing season, we as
a country have witnessed over the recent years the effects of climate change first hand. Without
a doubt its impacts on our livelihood has generated a need for our society to be more aware and
3
proactive in climate adaptation and mitigation. More specifically, the need to ensure that our
upcoming generation passing through our education system are more aware and conscious to
climate change issues. The issues that, according to the Zambia Vulnerability Assessment
Committee Report (ZVAC) (2020), would help solve Climate Change’s negative affects like
livestock and human diseases, destruction of agricultural crops, displacement of populations, and
power infrastructure.
One could, however, be impelled to ask, is our society fully aware of Climate Change as a global
concern? Are awareness levels among our upcoming citizenry acceptable? To hold a torch to
these concerns, a study conducted by Lawrence (2020) found that there is inadequate
comprehensive programs in most schools in Mufulira district that uses innovative educational
approaches to help youths in understanding and addressing climate change issues. However, it
has also become apparent that extensive knowledge about one of the driving pillars, ‘awareness’,
needed to build a new generation of climate change activists is missing. Ochieng (2010)
exenterates this point by highlighting that in order to effect change in attitudes and behaviour
needed to take a more sustainable development path, and build a new generation of climate
change-aware citizens, an understanding of the levels of awareness among a population is
needed.
All in all, it is true that attempts have been made to understand the causal-effect relationship
between social factors and climate change in Zambia in general. However, very little, has been
done to investigate the level of climate change awareness among students in Zambia (our
upcoming climate change cavalry), let alone in Mufulira.
This vacancy in knowledge resultantly handicaps the comprehensive understanding and

explanation of the reasons why participation in the fight against climate change has stalled
compared to predicted more so among the younger generation. Besides, given that limited studies
have been conducted on climate change awareness amongst students in Mufulira District, to the
best of researcher’s knowledge, this study endeavours to address such a gap in knowledge by
assessing the levels of climate change awareness among secondary school students in Mufulira,
and analysing the factors contributing of this level of awareness.
1.3. Main Objective

The main objective of the study is to assess climate change awareness amongst secondary school
students’ in Mufulira district.
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1.4. Specific Objectives
To achieve the above stated broad objective, the specific objectives of this study are to:
i) Determine the levels of climate change awareness (CCA) among secondary school
students;
ii) To ascertain how explanatory variables such as gender, grade, school location and school
type explain distribution in the level of awareness.
iii) To ascertain student sources of information (SI), Behavioural intention (BI) and
Perception (P) on climate change.
iv) Investigate the influence that factors of awareness (SI, BI, and P) have on the student’s
level of awareness.
1.5. Research Questions

i) What is the level of awareness on climate change among secondary school students?
ii) Are there differences in the level of awareness of secondary school students on climate
change based on gender, grade, school location and school ownership?
iii) Is there a relationship between Climate change awareness and the three factors of
awareness (Behavioural Intention (BI), Perception (P) and Source of Information
(SI))?
iv) How do the factors of awareness (Behavioural Intention (BI), Perception (P) and
Source of Information (SI)) influence the levels of awareness among secondary school
students?
1.6. Research hypothesis

H1: The distribution of Levels of Climate Change awareness is same across categories of
Gender, Grade, School Location and School type.
H2: Students Source of information (SI), Behavioral Intention (BI) and Perception (P)
significantly contribution to climate change awareness.
1.7. Significance of Study

This study provided an insight on the levels of climate change awareness among secondary
school students, in order to determine the knowledge gaps on climate change, and its suggested
better solution and alternatives ways on how to prepare the next generation on ways to deal with
climate related issues. Furthermore, the findings of this study will not only assist in understanding
students’ knowledge, behaviour and perception on climate change, but also inform climate
change policy planning in Zambia, providing a framework for future research on climate change
education as an important tool for awareness creation, not only for the school learner but also an
5
inclusive tool even for community member. For the most part, understanding that these learners
come from the community, hence if they are made aware of climate change, they can act as agents
of change. Additionally, limited studies have been conducted on climate change awareness in
Mufulira District. To the best of researcher’s knowledge, there is need for studies of this nature
to be undertaken in the District, in order to add-on to the body of knowledge, by providing
literature to fill perceived knowledge gap, and provide an informed baseline for other studies of
this nature.
1.8. Limitations of the study

The research focuses on assessing climate change awareness amongst secondary school students
in Mufulira district. Because of this scope, the research has the following limitations:
i. Due to time and financial constraints, the research only focused on Mufulira District as a
location convenient for this research. As opposed to countrywide sampling.
ii. It used a small sample size in comparison to the total possible population of thousands of
secondary school students in the district.
1.9. Assumptions of the study

For the purpose of this study, the following assumptions were made:
i. That the influence of policy on the awareness levels as suggested by Fakeh, et al. (2012),
is constant. Hence policy is not considered as a variables in the model used in this study.
This is because the objective of this research is to establish the level of awareness and
other influencing factors in order to help improve and develop a deliberate policy for an
effective awareness program.
ii. That the beliefs and social patterns of secondary school students in Mufulira is
consistence with the rest of the Zambian society. Therefore, the assumption is that the
results from this sample population could be extrapolated to the rest of the country.
1.10. Conceptual Framework and research Model

This study aimed at assessing student’s levels of awareness and perception of climate change in
Mufulira District. The dependent variable for this study is levels of climate change awareness
(CCA) among secondary school students. While the independent variable are student’s
perception (P), behavioral Intention (BI), and source of Information (SI), backed by explanatory
variables of gender, grade, school ownership/ type, and location.
An awareness model as developed by Fakeh et al. (2012) with explanatory variables such as
gender, school ownership, location and grade was used as a theoretical support base-line for the
study. Based on this, the study was then conceptualized as illustrated in Fig 1.0
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Extraneous Variables
Independent Variables - Government policy
- Culture
Student’s perception (P) - Religion
Behaviour Intention (BI) Dependent Variables

Levels of awareness on CC
(LCCA)
Sources of Information (SI)
School Location School Ownership Grade Gender
Explanatory Variables
Figure 1.0: Conceptual Framework
1.11. Theoretical Framework

The theoretical framework provides the frameworks developed on the level of awareness on
climate change.
1.11.1 Theory of Reasoned Action (TRA)

The Theory of Reasoned Action (TRA) also known as the Responsible Action Theory. This
Theory suggests that a person’s behavior is determined by their intention to perform the behavior
and that this intention is, in turn, a function of their attitude toward the behavior and subjective
norms (Fishbein & Ajzen, 1975). The best predictor of behavior is intention or instrumentality
(belief that the behavior will lead to the intended outcome). In relation to the research, the
intention to seek understanding of climate change issues would lead to actions that promotes
awareness. The theory also highlights that the more favorable the attitude and the subjective
norms, the stronger the person’s intention to perform the behavior resulting in awareness. This
means that experience, interactions and situational factors encourages behavior intention, which
in turn influences behavior towards achieving awareness. Hence Climate change behavior
Intention (BI) has an impact on climate change awareness (CCA). Furthermore, the theory of
Reasoned Action put forth not only suggests climate change action, but it also anchors on climate
education in order to achieve Climate change awareness, which is considered to be a perceived
concern over threats to human society and natural ecosystems from climate.
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1.11.2 Learning theory
The Learning theory describes how students receive, process, and retain knowledge during
learning. Cognitive, emotional, and environmental influences, as well as prior experience, all
play a part in how understanding, or a world view, is acquired or changed and knowledge and
skills retained. From the theory, it is suggested that education and knowledge is very important
for young people to prevent adverse effects of climate change through learning (Curtis and
Colwell, 2000; Wang et al., 2008). This is because the level of education indicates knowledge
acquired which then helps people to be more aware and perceive given issues in relation
climate change more knowledgeable (Levin et al., 2008).
According Giorgil et al., 2009 suggests that acquisition and use of information through learning
about climate change is necessary for assessing the impacts of climate change on human and
natural systems, and in planning for climate change adaptation, coping and mitigation strategies.
He further states that, access to reliable, timely and up-to-date information on climate change is
also necessary for raising public awareness about the impacts of climate change, as well as for
better management of climate-change-related risks.
1.12. Conclusion
Understanding of psychological and socio-demographic factors determining environmental and
climatic behaviour would help policy makers, educators, and other concerned stakeholders to
devise and deliver appropriate educational program to influence student’s behaviour, perception
and actions on climate change. This study demonstrates that attitude, perceived norms and
perceived behavioural control which are determinants of comportment. We recommend that the
focus of educational interventions in Climate change awareness (CCA) context should be placed
on changing behavioural, normative, and control beliefs to influence attitude, perceived norm,
and perceived behavioural intention, respectively. Considering a poor relationship between
knowledge and behaviour. We can infer that climate change knowledge at times may influence
in behavioural decision making, but being well informed and aware is an assurance and a
prerequisite for effective action.
1.13. Structure of the Report

The research is grouped into five (5) main chapters. Chapter one, the ‘introduction’, gives a
general outlook of the study. It introduces the background of; the problem that needs to be
addressed, the objectives to be met and the questions the research will aim to answer among
others. Chapter two, the ‘literature review’, reviews existing literature related to the theory and
8
model in the study, highlights the factors and their possible impacts on climate change awareness,
and discusses empirical research related to the study. Chapter three, the ‘methodology’ highlights
the research methodology that was used to conduct the study, Chapter four, the ‘presentation and
analysis of the results gathered’, presents the outcome of the study. Chapter five discussed the
meaning of the results and conclusions from other studies.
Lastly, the summary and conclusion of the study are highlighted, from which recommendations
are suggested to appropriate stakeholders and future research.
9
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
This chapter reviews various literature for this study which have been organised in three broad
categories, namely; evolution of climate change as a problem of global concern, public climate
change awareness and perception, thereafter the role of education in creating awareness on
climate change, further narrowing down to Zambia and Mufulira in particular. Under these
headings, the objectives of this study have been put into consideration.
2.2 Evolution of Climate Change as a Problem of Global Concern

The debate on climate change is surrounded by a lot of controversy. On one side is a group of
believers presenting all available evidence to prove to the world that climate change is real and
is being driven by unsustainable human activities while on the other side is a group of skeptics
refuting evidence presented to stick to their belief that global warming is a myth. Scientific
warnings on the possibility of human influence on the global climate system dates back to the
late 19th century. However, conclusive evidence linking climate change to anthropogenic factors
emerged as from 1950s when Charles D. Keeling from Scripps Institution of Oceanography
started measuring atmospheric CO2 concentration in ice-cores. The preliminary results of
Keeling’s study revealed beyond any reasonable doubt that the concentration of CO2 in the
atmosphere was increasing, but with seasonal variations, and this increase had a link to industrial
development (Keeling, 1960).
History of Climate Change discourse reveals that from a purely scientific concern it has turned
into a public agenda that is nowadays more inclined to be a development problem.
Transformations have brought about a complete new paradigm every time. Emissions of gases
that cause climate change have become more intense since the beginning of the industrial
revolution (IPCC, 2014). According to Slawinski et al. (2015), emission levels have reached the
point where, from now, climate-related physical impacts will be observed on a large scale. Thus,
climate has become a source of challenges for organizations (Winn et al., 2011) due to the
disruptions it can cause in the supply chain operations.
2.3. Public Climate Change Awareness and Perception

Climate change is a real global threat for human civilization sustainability. Climate change is the
greatest threat against the future of all human beings in the world, including Zambia. Public
awareness on climate change is a valuable capital factor to make people care and start to do
something to mitigate the climatic impacts. In fact, it is found that the problem encountered is
the lack of the public awareness and false perception regarding climate change. Hence this is one
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of the most important issues that should remain to be strengthened and implemented in order to
encourage the public in the forms of real action so that they can behaviour, act and participate
directly in reducing the impacts of climate change in their daily lives, as asserted by (Giddens,
2009).
2.4 Factors Influencing the Public Level of Awareness on Climate Change

Various studies have revealed that climate change awareness and perception varies within and
across regions (GobeScan, 2006; Pew Research Centre, 2006; Pugliese and Ray, 2009). But why
does the level of awareness differ? A review of literature shows that people’s level of awareness
and perception of climate change is influenced by factors which can be categorized into three,
namely: demographic factors including age, gender, and level of education; personal experience
including experience of extreme weather events; and access to information including media
coverage of the issue and advocacy.
Age, is a critical predictor of individual’s familiarity with climate change issues. According to a
study conducted by Saroar and Routray (2010), there is a positive correlation between age and
familiarity with climate change/extreme weather events. It is thus expected that older people
should be more aware of climate change than younger people. However, this is not a rule of
thumb. Surveys conducted in Europe revealed that younger people are more aware of
environmental problems including climate change (Patched, 2006). This is due to the fact that
climate change has increased levels of uncertainty about our future, having most of the developed
countries experience first-hand effects, for example floods, sea raise and change of weather
patterns. As its impacts intensify over time, one thing has become certain, with strong advocacy
for sustainable development and effective information sharing on climate change issues to all age
groups, most of the young people have expressed strongly a sense of urgency to repair the planet
and been vocal about the need for action by governments to tackle the problem. A study of junior
high school students’ awareness of climate change and sustainable development in Ghana by
Owolabi, Gyimah and Amponsah (2012) also revealed that younger students (below 15 years)
are more aware of climate change than older students but their results were not statistically
significant. Older people are, however, more likely to be worried about climate change (Saroar
and Routray, 2010). Hence, it is clear that age has an influence on the public’s level of awareness
and perception of climate change but it is difficult to set with certainty whether the correlation is
positive or negative.
Another important predictor of the public level of awareness and perception of climate change is
the level of education. Studies have proved that individuals with high levels of education are
11
more likely to be aware of climate change (Acquah, 2011). However, people with less years of
education are likely to perceive climate change as a threat since they are likely to have less
income and remain highly vulnerable to the impacts of climate change (Hasan and Akhter, 2011).
Just like age and level of education, gender is another predictor of climate change awareness.
Studies have revealed that men are more aware of climate change than women (Patchen, 2006;
Acquah, 2011; Ekpoh and Ekpoh, 2011). This is mainly due to the fact that men have a relatively
high access to information through print and electronic media (Ekpoh and Ekpoh, 2011).
However, women are more likely to perceive climate change as a serious threat. This was
confirmed by a study of public perception of climate change done by Semenza et al. (2008),
which found out that women in both Portland and Houston were significantly more concerned
about climate change. This perception pattern reflects the fact that women are more vulnerable
to climate change given their home makers role in the society, which forces them to directly
interact with the environment.
Away from demographic factors, personal experience of the impacts of climate change also plays
a key role in shaping people’s familiarity with climate change. People who live in disaster prone
areas are likely to be more familiar and concerned about climate change. According to a
longitudinal survey on Americans conducted between the years 2008 and 2011 by Myers et al.
(2013), experience of the impacts of climate change provides the opportunity for experiential
learning especially among people who are less engaged in climate change issues. It is only
through experience of the impacts of climate change that lay people become more certain that
climate change is happening and they need to do something in order to increase their level of
resilience. Whitmarsh (2008), however, failed to find any significant relationship between
personal experience and climate change awareness and perception. According to the results of
his study, victims of air pollution appeared to be more aware and concerned about climate change
than other people compared to the victims of floods. Experiential learning may thus only occur
among people who are still sceptical about climate change. Weber (2013) also asserts that
personal experience only shapes the beliefs about climate change for individuals with no strong
beliefs about the same but is less likely to influence the level of awareness for people with a firm
belief on climate change.
Lastly, access to information is critical in shaping the public level of climate change awareness.
According to Saroar and Routray (2010), access to information determines individual’s
knowledge of climate change, which eventually influences behaviour. People who either read
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newspapers or other related prints, listen to radios, watch TVs, or have access to the internet are
more likely to be familiar with climate change than those who do not have access to such media
of information. According to a study on the influence of media coverage on Japanese public
awareness of climate change issues conducted by Sampei and Aoyagi-Usui (2009), intense
newspaper coverage of global warming issues is associated with an increase in public concern
over global warming. Similar findings were also revealed in a study of public perception of
climate change by Lowe et al. (2006) in which viewers of a film, ‘The Day After Tomorrow’,
were interviewed to check if the film changed their perception of climate change. Many viewers
of the film expressed increased anxiety over environmental risks and a strong motivation to act
to counteract climate change. Patchen (2006), however, warns that access to information does
not necessarily shape individual’s perception of climate change hence may not trigger action to
counteract the change in most cases.
2.5 Global Public Level of Awareness on Climate Change

Climate change only became a serious issue of global concern after 1988- the first hottest year
recorded since mid-19th century (Christianson, 1999). Awareness studies conducted since then,
especially in the developed world reveals that climate change awareness level is high in
developed countries (Bostrom et al., 1994; Bord, Fisher, and O’Conner, 1998; Pew Research
Centre, 2006; Pugliese and Ray, 2009), but still not a priority environmental issue in most of
these countries (Leiserowitz Kates and Parris, 2005; Leiserowitz, 2006; Pew Research Centre,
2013). Global public opinion on climate change has been extensively explored by research
companies mainly Gallup and Pew Research Centre. Results from their studies shows that
awareness of climate change is high in developed than in developing countries.
According to Pew Research Centre Global Attitudes Project survey conducted in 2006, people
from developed countries are increasingly aware of climate change compared to those in
developing countries. Similar findings were revealed by Gallup’s global opinion poll conducted
between 2008 and 2009 in 128 countries around the word, which shows that people in Europe
and America are more aware of climate change than those in Africa, Asia, and Middle East
regions (Pugliese and Ray, 2009). While the Gallup and Pew Research Centre studies provide a
global outlook, they are shallow studies based on opinion polls and hence reveal very little
information on climate change awareness. A conclusion made based on such studies may be
misleading hence the need to feel this gap with detailed empirical studies. Nevertheless, the low
level of awareness in developing countries calls for attention as it might have serious implications
for climate change efforts and actions.
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2.6 Global Perception of Climate Change
There is a public consensus throughout the world that climate change is happening, but
perception of climate change differs across countries in the world. A Global Health of the Planet
Survey conducted in 1992 on 24 countries around the world revealed that 13 countries, out of
which 8 are European countries, perceived climate change as a serious problem of global concern
(Dunlap, Gallup and Gallup 1993). Similar results also emerged in a study by Bord, Fisher and
O’Conner (1998) whereby 63% of those who responded to the opinion question perceived global
warming as a ‘major threat’. GlobeScan (2006) also confirmed from its follow up study
conducted in 30 countries around the world between 2005 and 2006 that climate change is
perceived as a serious risk worldwide and concern for climate change risk seems to have grown
over the years. This increased concern can be attributed to increased frequency of observed
impacts worldwide, scientific certainty and awareness campaigns worldwide arising from the
yearly UNFCCC, CoPs that draws global attention.
Just like awareness, perception of climate change as a major threat also varies between developed
and developing countries. While some studies have revealed that perception of climate change
as a major threat is high in developing countries (GobeScan, 2006; Pew Research Centre, 2006),
the Gallup survey conducted between 2008 and 2009 revealed that people in developed countries
are more likely to perceive climate change as a major threat (Pugliese and Ray, 2009). However,
a recent opinion poll by Pew Research Centre (2013) revealed that people in the U.S. are less
likely to perceive climate change as a threat. Still, opinion polls may be misleading hence the
need for an in-depth study to gauge the public level of awareness and perception of climate
change. All the same, the low level of awareness and perception of climate change as a major
threat profound the need to educate the public on climate change.
2.7 Public Climate Change Awareness and Perception in Africa

According to a regional survey conducted by Africa Talks Climate in ten sub-Saharan countries
in 2010, people in sub-Saharan Africa are poorly informed about climate change (Godfrey et al.,
2019). Most people in Africa consider climate change to be an abstract, despite their
understanding of changing weather patterns. Similar findings were revealed by a report on South
African awareness of climate change, which stated that Africans have very limited understanding
of global climate change, despite their awareness of changing weather patterns (Taderera, 2010).
However, country specific studies reveal conflicting findings.
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2.8 The Role of Education in Creating Awareness on Climate Change
The need for education in dealing with climate change is well spelt in Article 6 of UNFCCC.
Education, whether formal or informal, has a central role to play in understanding, mitigating
and adapting to climate change. In this regard, UNESCO (2009) states that climate change
education should focus on transforming learners into critical thinkers, life-long learners and
adoptable. International conventions and protocols geared towards climate change mitigation like
the UNFCCC and its Kyoto Protocol can only succeed if the general public is sensitized to play
a role in mitigating climate change.
While there are other methods of creating awareness like the media, education remains the most
significant method for creating awareness on climate change especially among young people.
According to Anderson (2010), students are an untapped resource that the world can use to
combat climate change. Students can use their knowledge and skill to disseminate information
on climate change beyond the school compounds to help individuals and communities make
informed decisions and take sustainable actions to build a climate resilient society.
Hence, climate change education does not only lead to awareness creation, but also a total change
in behaviour and attitude towards sustainability. Nevertheless, education is not a ‘magic bullet’
in tackling the problems of climate change unless coordinated educational interventions are
pursued (UNESCO, 2009). Climate change education program should be developed in such a
way that it is able to help learners become responsible citizens who are capable of making
responsible decisions that can lead to climate change mitigation and adaptation. Such programs
should not just have a narrow focus on learners, but also on educators to ensure that it’s collective
in different sectors, in order to have the required expertise to create awareness on climate change
in the community.
In the same vein of developing climate change education program, the government of Zambia on
the 26th of March 2021, launched the National Climate Change Learning strategy, placing
community education at the centre in understanding, mitigation and adaptation to climate change.
This was after seen the need to address climate change long term interventions, due to the existing
gap in awareness, knowledge, Individual and institution capacity building in climate change
mitigation and adaptation in Zambia which need to be filled in.
15
2.9. Conclusion
From the literature reviewed in this chapter, there exists a universal consensus across the world
that climate change is happening, despite sceptical views from a minority group of scientists. The
level of climate change awareness is surprisingly low in the developing world, despite the fact
that these countries are the most vulnerable to the impacts of climate change. It also emerged
from the literature reviewed that gender, age, level of education, personal experiences, and access
to information are key determinants of the public level of awareness and perception of climate
change. Nevertheless, literature on climate change awareness and perception, especially in
Zambia, Mufulira district is relatively scarce.
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CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
This Chapter explains the research methodology that was used to collect the desired data. In
particular, it concentrates on the research design, target population, sample size and sampling
procedure, research instruments, data collection procedure and analysis thereafter. It also gives a
description of the study area.
3.2 Research Design

This study took form of a descriptive survey. A descriptive survey is deemed most appropriate
for this study as it allowed for identification and description of student’s opinion about in this
case of climate change phenomenon. Primary data was collected by use of questionnaires which
were distributed in Secondary Schools, while secondary data was collected by reviewing of
existing literature from journal, previous publication made concerning the same topic and the
District Education Board of Secretary’s office (DEBS), Mufulira.
3.3 Study Area

Mufulira is based on the Copperbelt Province and lies on latitude 12 degrees, 32 minutes south
of the Equator. It shares borders with several districts in the Province namely; Kitwe, Kalulushi,
Ndola, Chingola and Chililabombwe. The District is well connected to major towns and cities in
Zambia through a railway network, tarred roads and an airstrip located in Ndeke area. Aerodrome
services are obtained in Ndola with which it shares boundaries and is situated 65 kilometres
south-east of Mufulira. Covering an area of 1,637 Square Kilometres. It has three (03)
Constituencies namely: Kankoyo, Kantanshi and Mufulira and has twenty-eight (28) Municipal
wards.
The District began to grow rapidly after the discovery of large copper ore deposits in 1922 and
it’s has been known to be a mining town and houses Mopani copper Mines PLC, where copper
ore is Mined. In the recent past the Mine re-opened the closed Mufulira Mine west shaft which
has greatly contributed to the economic status of the district. Due to the mining activities in the
district, this study was purposively selected to assess the levels of climate change awareness,
considering mining as a major contributor to climate variability and change, hence there is need
for climate awareness to be high in all sectors.
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Figure 2.0: Map for the Study Area
Source: Mufulira Municipal Council Strategic Plan 2020
3.4 Education in Mufulira District

Education in Mufulira District is provided both by public and private sectors and consists of both
formal and non-formal institutions. Education institutions in the district include pre-primary
institutions, primary and secondary schools, non-formal education centres, vocational
institutions, and tertiary institutions. According to information obtained from the Mufulira DEBS
2022, the district has a total of 17 secondary schools out of which 15 are public and 2 are private.
Table 1.0 provides an illustration of education institutions within the District as at January, 2022.
Secondary schools in Mufulira are grouped into three constituencies namely: Kantanshi,
Mufulira and Kankoyo.
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Table 1.0 Summary of Categories of Secondary Schools per Constituency
KANKOYO CONSTITUENCY KANTANSHI MUFULIRA CONSTITUENCY

CONSTITUENCY
1. Butondo Secondary 1. Ipusukilo High school 1. Kalanga Secondary school
2. Chankwa High School 2. Kantanshi Secondary 2. Buyantanshi secondary School
school
3. Luansobe Secondary school 3. Mufulira Secondary 3. Kalukanya Secondary school
School
4. Thangata Secondary School 4. Pamodzi high school 4. Kansuswa Secondary School
5. Eagle International Private 5. MuF School for 5. Taungup Secondary school
school Continued Education
6. Human Concern
Community
7. MCM Secondary
Private school
Sources: Mufulira DEBS 2022
3.5 Target Population

The study was carried out in both public and private secondary schools, located in both urban
and Peri-urban areas within Mufulira District. This study targeted a population of higher
secondary schools students with a total population of 5,374, in a total of 17 schools currently
present in the study area. The choice of higher secondary school students, was guided by the
researchers’ assumption that climate change concept are known or heard of by these students and
consider that there are more exposed to information on climate.
3.6 Sample Size
Sample size determination is the act of choosing the number of observations or replicates to
include in a statistical sample. The sample size is an important feature of any empirical study in
which the goal is to make inferences about a population from a sample. In this study the total
population was 5,374, with sample size of 140 respondents. Below show how the sample size
for the population was determined using quantitative method.
With a Confidence level of 95% of Critical value/ Z-score (Zα/2) =1.96, sample proportion/
proportion estimate (P) = 0.5, and margin of error (MOE) = 5% (0.05).
n = N*X / (X + N – 1)
n= 5,374*272.25/ (272+750-1)
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n= 204,187.5/ 1021
n= 359
Which is equal to the sample size 359 respondents
Where,
X = Zα/22 *p*(1-p) / MOE2,
From the forum shown above used to find the sample size, below shows how X was determined;
X= (1.96)2 *0.5 * (1-0.5) / (0.5)2
X= 272.25
and Zα/2 -is the critical value of the Normal distribution at α/2 (with a confidence level of 95%,
α is 0.05 and the critical value at 1.96), MOE is the margin of error, P – with a sample proportion/
proportion estimate= 0.5 (50%), and N - the population size.
3.7 Sampling Method

Mufulira District was purposively selected as the study area due to its diverse nature of
settlement, which gave the researcher the opportunity to collect data from schools, located both
in urban and Peri-urban settlements. The decision of selecting Mufulira as the study area is
informed by its high vulnerability and contributive factors to climate change given its location,
Mining activities and high poverty levels in Peri-urban.
A sample of 10 schools was first stratifically drawn from a Sample frame of 17 secondary schools
by grouping them into constituencies, and they after a sample was selected with a dependence on
the number of schools in each constituency. The researcher used proportionate approach, which
begins by determining the probability of selecting any individual from the sampling unit using
the formula:
n/N
Where: n is the desired sample size; N is the total population for all the strata.
Table 2.0 show sample frame for schools. The probability for inclusion of any school within
Mufulira in the sample was thus 0.588 or (10/17). The number of schools from each Constituency
to be included in the sample was then arrived at by multiplying the number of schools in each
Constituency by 0.588 as illustrated in column 2 and 4.
20
Table 2.0: Sample Frame for the Schools
CONSTITUENCIES TYPE OF SCHOOL TOTAL FORMULA NUMBER OF
NUMBER N/N(0.588) SCHOOLS TO
PRIVATE PUBLIC
OF BE SAMPLED
SCHOOLS
Kankoyo 1 4 5 5/17*10 3
Kantanshi 1 6 7 7/17*10 4
Mufulira 0 5 5 5/17*10 3
Total 17 10
Source: Field data, 2022
Furthermore, the researcher used multistage stratified random sampling to select 140 respondents
from the 10 secondary schools within Mufulira District. Multistage stratified sampling involves
selection of random samples from successive homogeneous groups (strata) until the intended
individual is reached. In this case School depending on the location based on Constituencies,
school type (private or public) and gender was also our important clusters and the sample
obtained ought to reflect these characteristics.
A total of 140 questionnaires were distributed as the research target a sample frame of 10 schools.
Using a predetermined sample size of 14 students per school, students grouped into male and
female. A total of 140 students were sampled from the 10 schools, believed to be representative
enough in this study.
3.8 Research Instruments
For this study self-administered questionnaires were used to evaluate the level of awareness on
climate change, since the respondents are literate, but the researcher will be always available to
provide clarification whenever sort by respondents. The questionnaire will consist of 4 sections
labelled A to D. Section A consisted demographic questions. Section B consisted awareness
questions to establish respondents’ basic knowledge of climate change. Section C consisted
questions to assess respondent’s sources of information on climate change and Behavioural
intention. While, Section D consisted of both positive and negative Likert Statements to further
assess of the respondents’ knowledge and perception of climate change including its causes,
effects, and possible mitigations. A five-point Likert Scale ranging from Strongly Agree to
Strongly Disagree was used to rate respondents attitude towards various Likert items.
21
3.8.1 Construction of Likert Scale
Developed in 1932 by Rensis Likert, Likert Scale is a five-point scale used in a survey to measure
attitude based on the respondents’ level of agreement and can be analysed as individual Likert
items or a group of items measuring a construct (Jamieson, 2004). Likert Scale was used in this
study to measure students’ awareness of climate change causes, effects and mitigation as well as
perception of climate change. A scale of 1-5 where 1 = Strongly Disagree and 5 = Strongly Agree
for the positive statements and the reverse scale for the negative statements. “Don’t know”
response in this study was used instead of the Likert’s “Undecided” response since the instrument
was used to measure students’ knowledge of climate change and “don’t know” means lack of
awareness.
3.8.2. Trust worthiness
To insure trustworthiness of the research, statistical reliability analysis for the questionnaire
(Appendix B) consisting the Likert items as measures of the level of climate change awareness
and perception, the Cronbach’s alpha reliability was used. According to George and Mallery
(2003), a Cronbach’s Alpha of ≤ 0.5 is unacceptable, ≥ 0.5 is poor, ≥ 0.6 is Questionable, ≥ 0.7
is adequate/ acceptable, ≥ 0.8 is good, and ≥ 0.9 is excellent.
3.9 Data Collection Methods

In order to obtain the needed data, an introductory letter from the Mulungushi University (M.U)
was presented to the schools where the research was to be carried out. The researcher reported to
the information desk, where he was directed to the Head-teacher, who is in-charge of the
institution. After presenting an introductory letter from Mulungushi University and briefing on
the purpose of the visit, the researcher was given permission to carry out the research.
The study relied on both primary and secondary data. Primary data involving students’
awareness, sources of information, behavioural intention and perception of climate change,
which was collected through a field survey, using questionnaires, and Interview guides. While
Secondary data include documentary search as well as through a review of scholarly journal
articles, books, and reports.
3.10 Data Analysis

The researcher computed quantitative data using the aided statistical packages to analyse
information collected. Specifically, the Statistical Package for Social Sciences (SPSS) and
Microsoft Excel were used for the purposes of data analysis. All the completed questionnaires
were first examined for completeness and consistency. This was then followed by numerical
22
coding of the qualitative responses/ data for ease of storage and analysis. The responses were
then entered into SPSS, creating a data set of climate change awareness and data analysis
commands to test hypotheses on climate change awareness. Furthermore, the analysis involved
both simple descriptive methods and detailed statistics. Descriptive statistics including frequency
counts, percentages and mean were used to summarize data. The Likert statements were analysed
both as individual items and as well as a group of statements using summative method. Detailed
data analysis involved Student-t test, ANOVA, Spreamans rho test-correlation analysis and the
Mann-Whitney-U test were used to test the null hypothesis. The hypotheses were tested at a
statistical confidence level of 95%. The data analysed were presented in tables, charts and graphs.
3.10.1 Analysis of Variance

Analysis of Variance (ANOVA) is data analysis procedure that is used to determine whether
there are significant differences between two or more groups of samples at selected probability
level (Collins and Hussey, 2003). In this study, analysis of variance was used to test whether
there was any significant difference in the level of awareness.
In analysing the first and second objective, using the levels of awareness from the composite
awareness mean score as the dependent variable and demographic attribute as independent
variables, a Spearman’s rho-correlation analysis was performed to test for the existence of
association and result presented.
For the third objective, which was the determining student’s sources of information, Behavioural
intention and perception about climate change, data analysis was done through the use of excel
sheets and data was presented using charted Bars, the Number of respondents, plotted against
the forms of information transfer. Furthermore a Spearman’s rho test was done, which was a
test for independence to compare two variables in a contingency table to see if they are related.
Thereafter carrying out the test and analysing data, all the analysis was discussed and
recommendation for this study were given.
3.10.2. Ethical Consideration

Privacy and confidentiality was made a priority when collecting data for the purpose of observing
research ethics.
23
CHAPTER FOUR: PRESENTATION OF RESULTS
4.1. Introduction
This chapter presents analyzed results of the research as collected from the various respondents
that participated in the study. The focus here is on the quantitative and descriptive statistics of
samples of the study while the qualitative aspect is alluded to in chapter five (5) where the results
are discussed.
4.2. Demographic Characteristics of Respondent

For classification of respondents and clear understanding of our sample characteristics,
information on sex, Grade, School type and School location was were acquired. The
characteristics of our sample population was therefore as shown in the diagrams below:
4.2.1. Gender Distribution

Figure 3.0 below illustrates respondent’s distribution by sex (gender), 56% Female participants
while 44% were male. The closeness of this distributions indicates that there was a fair and even
representation of both male and female in the study.
Sex of Respondents in Percentage
44% Male
56%, Female
Figure 3.0: Distribution of Respondents by Sex

24
4.2.2. Grade Distribution
Table 3.0: Distribution of Respondents by Grade
Grade Frequency Percent

G11 66 47.1
G12 74 52.9
Total 140 100.0
Table 3 shows the distribution of respondents by grade. The study had a total number 140
respondents who were interviewed and their grade as shown in table 3. The respondents were
classified into two groups, Grade-11 and Grade 12. It is evident from the above presentation that
47.1% represented Grade-11 while 52.9% represented Grade-12. Based on the finding, the modal
grade group of respondents was grade-12 as shown by the highest percentage of response of
52.9%.
4.2.3. School Ownership

Figure 4.0 illustrates the distribution of respondents by School type/ ownership in this study. As
shown below, 80% of the respondents were from GRZ School, while 20% were from private
Schools. Indicating that a majority of respondents (80%) were from this study were from
Government Schools. This evident due to the less numbers of private secondary schools present
in the study area, to be specific the study area only had two private secondary schools.
School type of Respondents in Percentage
20%
80%
GRZ Private
Figure 4.0: Distribution of Respondents by School Type

25
4.2.4. School Location
Figure 5.0 shown the distribution of respondents School location in this study, 85% of the
respondents were from the urban area, while 15% of were from Peri-urban area. The majority of
respondents (85%) from this study had their schools in urban areas, this is due to the fact that
most the secondary schools in the study area in located in the urban.
School Location of Respondents in Percentage
15%
85%
Urban Peri-Urban
Figure 5.0: Distribution of Respondents by School Location

4.3. Descriptive statistics and reliability of survey

4.3.1. Internal Consistency of the scale
For the purpose of this study, the research adopted a five-point Likert scale for deliberate question
in order to address the set objectives and hypotheses, with 5 denoting – Strongly agree and 1
denoting strongly disagree. However, in order to establish if the questions and scale used are
effective in addressing our objectives, the Cronbach’s Alpha was used. The results, as shown in
the (see table 4).
Table 4.0: Reliability Statistic for Internal Consistency

Reliability Statistics
Attributes Cronbach's Alpha N of Items
Climate Change awareness (CCA) .629 9
Source of Information (SI) .640 5
Behaviour Intention (BI) .700 3
Perception (PCC) .714 13
26
The outcome indicate that all variables have a high internal consistency. Meaning that each
variable (group of questions) is accurate at measuring our objectives. Making the questionnaire
reliable.
4.3.2. Test for normality

Table 5 shows the test for normality. In order to determine the distribution of data, a test of
normality was conducted. From the output, it was discovered that the data for all the variables
was not normally distributed. As indicated by the Shapiro-Wilk’s p-values which were below the
alpha value 0.05.
Table 5.0: Test for Normality

Tests of Normality
Attributes Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df P-value
Levels of Climate .105 140 .001 .969 140 .003
Change awareness
Sources of Information .104 140 .001 .966 140 .001
on Climate change
Behavioural Intention .153 140 .000 .933 140 .000
towards climate change
awareness
Perception on climate .102 140 .001 .933 140 .000
change awareness
a. Lilliefors Significance Correction
Source: Generated from SPSS 2022
4.3.3. Average score values

The Mean scores values (mean) in this research show how much on average a respondent
agree/disagree with awareness probing questions, to what extent a respondent receives or does
not receive information, how often a student engages in behavior that would lead to awareness,
and how much on average a student agree or disagree to perception probing question.
i. Average Individual response per variable.

Under this descriptive statistics presented, we looked at the averages of responses to the questions
per given variable. The results are given as follow per section in relation to the objectives.
27
4.4. Levels of climate change Awareness
The focus of this section is in accordance with the first objective which endeavor to determine
the levels of climate change awareness among secondary school students.
Table 6 shows results on the levels of awareness among secondary school students. In order to
determine the level of climate change awareness among secondary school students, mean
responses of each student on climate change question was recoded as shown below.
Table 6: Levels of climate change awareness per student

Climate Change Awareness (CCA) Response per Student
Mean response Frequency Percent Cumulative Level of awareness based on the
per respondent. Percent scale (1 - strongly agree to 5 –
strongly disagree)
1 0 0 0 Low Level (7.1%)
2.33 1 .7 .7
2.44 1 .7 1.4
2.56 2 1.4 2.9
2.67 2 1.4 4.3
2.78 1 .7 5.0
2.89 3 2.1 7.1
3.11 4 2.9 10.0 Medium Level (57.2%)
3.22 6 4.3 14.3
3.33 9 6.4 20.7
3.44 9 6.4 27.1
3.56 5 3.6 30.7
3.67 9 6.4 37.1
3.78 12 8.6 45.7
3.89 13 9.3 55.0
4.00 13 9.3 64.3
4.11 19 13.6 77.9 High level (35.7%)
4.22 5 3.6 81.4
4.33 7 5.0 86.4
4.44 11 7.9 94.3
4.56 3 2.1 96.4
4.67 4 2.9 99.3
4.78 1 .7 100.0
Total 140 100.0
From the individual mean value, distribution of the average responses was used in order to gauge
the level of climate change awareness among secondary school students. The results showed that
7.1% of students have low levels of awareness, while 57.2% of respondents were found to have
28
a medium level of awareness. The rest, 35.7%, of the students displayed a high level of climate
change awareness.
This mean that the majority of student (57.2%) have medium levels of climate change awareness
(see table 7).
Table 7.0: Climate change Awareness level

Climate Change Awareness Levels
Level Frequency Percentage
Low 10 7.1
Medium 80 57.2
High level 50 35.7
Total 140 100.0
Table 8 shows the scale used to measure the level of awareness can be viewed as shown. Where
SA = strongly agree, NS = not sure, D = disagree, and SD = strongly disagree.
Table 8.0: Key for interpreting CCA levels

KEY for interpreting CCA levels
Low levels Medium levels High levels
Scale bases on likert 1 – 3 3.1 – 4 4.1 – 5
Description SA – NS NS – D D – SD
4.4.1. Climate change awareness amongst respondents

Table 9 show results on the mean score values on climate change awareness, obtained from
awareness probing questions, it was found that 92.9% of students’ average answers were either,
disagree, or strongly disagree on the negative question on climate change. Meaning their average
scale for this variable was greater than 3. While only 7.1% of students, on average, agreed with
the negative questions on climate change awareness.
Table 9.0: Mean score values on CCA

Climate Change Awareness (CCA) Response per Student
Average response on CCA Frequency Percent Valid Cumulative
questions per respondent. Percent Percent
2.33 1 .7 .7 .7
2.44 1 .7 .7 1.4
2.56 2 1.4 1.4 2.9
2.67 2 1.4 1.4 4.3
2.78 1 .7 .7 5.0
2.89 3 2.1 2.1 7.1
29
3.11 4 2.9 2.9 10.0
3.22 6 4.3 4.3 14.3
3.33 9 6.4 6.4 20.7
3.44 9 6.4 6.4 27.1
3.56 5 3.6 3.6 30.7
3.67 9 6.4 6.4 37.1
3.78 12 8.6 8.6 45.7
3.89 13 9.3 9.3 55.0
4.00 13 9.3 9.3 64.3
4.11 19 13.6 13.6 77.9
4.22 5 3.6 3.6 81.4
4.33 7 5.0 5.0 86.4
4.44 11 7.9 7.9 94.3
4.56 3 2.1 2.1 96.4
4.67 4 2.9 2.9 99.3
4.78 1 .7 .7 100.0
Total 140 100.0 100.0
Table 10 shows results on the mean score values and standard deviation for the average response
of students per question on climate change. As displayed in the table below, the responses to the
statements on climate change awareness were averaged above ‘not sure’ (i.e. above the scale 3).
While respondents disagree with most negatively phrased questions on climate change, showing
a somewhat significant level of knowledge on climate change, the majority of students are
however, ‘not sure’ if there are no other explanatory factors to climate change but humans
activities, as shown by the average of 2.52 on statement QCCA6. Encouragingly, when given a
statement that ‘Climate change is not of immediate and urgent concern’, students, on average,
strongly disagreed, as shown by a mean of 4.61 on statement QCCA9. Indicating a strong
awareness of the urgency of climate change issues among the student.
Table 10: Mean score values and Standard Deviation on CCA

Climate Change Awareness Statistics
Questions Mean Std. N
Deviation
QCCA1 Climate Change is not an obvious concept in 3.4500 .85094 140
our lives (CCA1)
QCCA2 Climate change is not a threat to sustainable 3.8786 .79989 140
development (CCA2)
QCCA3 Pollution and degradation do not contribute 4.1571 .81595 140
to climate change. (CCA3)
30
QCCA4 We are not experiencing effects of climate 3.9643 1.29421 140
change (CCA4)
QCCA5 Climate change is not a cause of droughts 4.0286 1.38306 140
and floods (CCA5)
QCCA6 Human activities are entirely to blame for the 2.5214 1.30559 140
current climate change (CCA6)
QCCA7 We cannot mitigate climate change by 3.6429 1.33072 140
minimizing air pollution from industries
(CCA7)
QCCA8 We cannot mitigate climate change by 4.0500 1.14631 140
planting more trees (CCA8)
QCCA9 Climate change is not of immediate and 4.6143 .87808 140
urgent concern (CCA9)
Key: 1 = Strongly Agree (SA), 2 = Agree (A), 3 = Not Sure (NS), 4 = Disagree (D), 5 = Strongly
Disagree (SD)
4.4. Distribution of Climate Change Awareness among Explanatory Variable
The section presents results on the second objective endeavor to ascertain how explanatory
variables such as gender, grade, school location and school type explain distribution in the levels
of awareness.
Table 11 shows results on the distribution of climate change awareness among explanatory
variables through a hypothesis test using the independent samples Mann-Whitney U test.
Table 11: Distribution of Climate change awareness among explanatory variable Hypothesis
Test
Hypothesis Test Summary
Explanatory Null Hypothesis Test Sig. Decision
Variable
Gender The distribution of Levels of Independent- .101 Retain the
Climate Change awareness is Samples Mann- null
the same across categories of Whitney U Test hypothesis.
Gender.
School type The distribution of Levels of Independent- .280 Retain the
School Type.
School The distribution of Levels of Independent- .930 Retain the
location Climate Change awareness is Samples Mann- null
School Location.
Grade The distribution of Levels of Independent- .480 Retain the
Whitney U Test hypothesis.
31
the same across categories of
Grade.
Asymptotic significances are displayed. The significance level is .05
4.4.1. Correlation Analysis of Explanatory Variable

Table 12 below show a correlation analysis that was performed to support and validate the above
stated Hypothesis statements in (Table 11), in relation to climate change awareness and various
Explanatory Variable (Gender, Grade, School Type and School Location).
Table 12: Correlation Analysis of Explanatory Variable (socio-economic factors) and Students’
level of awareness.
Correlation Levels of Climate Change awareness (CCA)
Correlation 1.000
Levels of Coefficient
Climate Change
Sig. (2-tailed) .
awareness
N 140
Correlation .139 (Positive/weak Relationship)
Coefficient
Gender
Sig. (2-tailed) .102
N 140
Correlation .060 ( Positive/ Weak Relationship)
Spearman's Coefficient
Grade
rho Sig. (2-tailed) .482
N 140
Correlation .092 (Positive/ Weak Relationship)
Coefficient
School Type
N 140
Correlation .007( Positive/ Very Weak Relationship)
Coefficient
School Location
N 140
The results show a weak association between the respondents’ levels of climate change
awareness and various explanatory variables, which included gender, Grade, school Type and
Location, all of which yielded a correlation coefficient of at least 0.1. While School Location
produce way less a correlation coefficient- (0.007), with a way less meaningful association in
determining the respondent’s levels of climate change awareness. Nonetheless, all the variables
32
were statically insignificantly in determining the respondents’ levels of awareness on climate
change.
4.4.2. Gender
The results of the correlation analysis presented in (Table 12) revealed a weak Positive
relationship, but statically insignificant between gender and levels of climate change awareness
(r = 0.139, p = 0.102, n = 140) meaning that there is no relationship between levels of climate
change awareness and gender, the levels are equally distributed. Furthermore, from the results
computation of awareness average scores, in which female respondents recorded a higher score
( = 56.4%, n = 79) than male respondents ( = 43.6%, n = 61) pointing to a possibility of gender
having some influence, but even though there was this differences in the mean scores the
correlation remained statistically insignificant, ( p = 0.102) and showing no relationship. Hence
retain the null hypothesis which states that:
H1: The distribution of Levels of Climate Change awareness is the same across categories of
Gender.
4.4.3. Grade
Results presented in (Table 12) shows the existence of a weak Positive, but statically insignificant
association between Grade and levels of climate change awareness (r = 0.060, p = 0.482, n =
140). Hence retain the null hypothesis which states that:
Grade
4.4.4. School Type

According to results presented earlier in (Table 12), there is a weak, positive relationship but the
statistically insignificant between school location and levels of awareness on climate change (r
= 0.092, p = 0.282, n = 140) amongst students. Hence retain the null hypothesis which states that:
School Type.
4.4.5. School Location

According to the results presented in (Table 12), there is a Very weak, positive relationship
between school location and levels of awareness on climate change, which indicate that the
analysis failed and could not find any statistically significant relationship between school
location and students’ Levels of awareness on climate change as measured by (r = 0.007, p =
0.930, n = 140). Hence retain the null hypothesis which states that:
33
School Location.
The results discussed in this section show that Gender, Grade, school Type and location do not
have any significant influence on students’ levels of awareness, even though a weak positive
correlation was revealed for all the variables, indicating that there are evenly distributed.
4.5. Students Sources of information (SI), Behavioural intention (BI) and

Perception (P) on climate change
The section present result on third objective which endeavour to ascertain students sources of
information (SI), Behavioural intention (BI) and Perception (P) on climate change.
4.5.1. Source of Information on Climate Change
Table 13 show results of the mean score values on Source of information. In relation to questions
concerning the variable ‘sources of information on climate change, it was found that 27.9% of
students either never or less often access climate information from conventional sources as
inquired in the questionnaire. While the majority (72.1%) of students stated that they, at least,
‘often’ get their information on climate change from the conventional sources inquired in the
questionnaire.
Table 13: Mean score values on SI

Sources of Information on Climate change (SI) Response per Student
Average response on SI Frequency Percent Valid Cumulative
1.67 7 5.0 5.0 5.0
1.83 15 10.7 10.7 15.7
2.00 17 12.1 12.1 27.9
2.17 14 10.0 10.0 37.9
2.33 26 18.6 18.6 56.4
2.50 16 11.4 11.4 67.9
2.67 22 15.7 15.7 83.6
2.83 10 7.1 7.1 90.7
3.00 8 5.7 5.7 96.4
3.17 1 .7 .7 97.1
3.33 3 2.1 2.1 99.3
3.67 1 .7 .7 100.0
Total 140 100.0 100.0
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4.5.2. Information Transfer through Various Media
In relation to sources of information, the respondents were asked to tick various channels of
information transfer on climate change, based on how much those channels/sources of
information have contributed to their understanding of climate change. A frequency count
analysis of the responses was then performed and results presented. (See Figure 4.0).
SOURCES OF INFORMATION
160
140
120 134
100 110 105
80
89
60 72
65
40
20 0
0
Figure 6.0: Distribution of respondents Sources of Information

Figure 7 show results on various media form for sources of information. From the responses, 134
respondents got their information on climate change through Television (TV), which was
considered most appropriate by respondents, while from internet-(110), Textbooks-(105), Radio-
(89), Friends/Family-(72), Newspapers-(65) respectively, and furthermore zero (0) or rather none
of the respondent got inform from School Environmental and Climate Change clubs, and was
observed as the least form in which students received Climate change information.
This shows that most of the students obtained their information they have on climate change
through watching TV and other associated content, while a few more others obtained information
on climate change from the internet, Books, Radio, Friends/Family, and newspapers. It was so
unfortunate that we had no student who received their information from Environmental and
Climate Change clubs. Revealing that there are no active clubs in schools to inform students
about climate change. And further displaying facts that students are not actively sensitized and
informed on climate change through clubs which are key in the role to equip future climate
change solution providers( the youths), through a practical formulation of mitigation and adaptive
activities. Henceforth a need to attempt to raise the level of awareness on climate change should
35
be directed through this form as it is one of the major forms of raising awareness in a practical
manner, not taking away Books and other associated prints and to some extent the internet. The
findings also portray that information on climate change can be largely encouraged to be shared
with students through the widely used and easily accessed media such as radios, newspapers,
books, and televisions.
4.5.3. Behaviour Intention (BI)
Table 14 shows the mean score values Behavioural intention. Regarding questions that probed
on the variable, ‘behaviour intention’. It was found that 75.7% of students on average either never
or less often engage in behaviour that leads to climate change awareness. While 24.3% marked,
on average, at least ‘often‘(that is, ˂3) on the scale. Meaning, they at least most of the student
never or less often’ engagement in behaviour that would lead to awareness in relation to climate
change.
Table 14: Mean score values BI

Behavioural Intention (BI) towards climate change awareness - Response per Student
Average response on BI Frequency Percent Valid Cumulative
1.00 8 5.7 5.7 5.7
1.25 33 23.6 23.6 29.3
1.50 23 16.4 16.4 45.7
1.75 22 15.7 15.7 61.4
2.00 20 14.3 14.3 75.7
2.25 14 10.0 10.0 85.7
2.50 14 10.0 10.0 95.7
2.75 3 2.1 2.1 97.9
3.00 1 .7 .7 98.6
3.25 2 1.4 1.4 100.0
Total 140 100.0 100.0
4.5.4. Perception on Climate change

Table 15 shows results of the mean score values on climate change perception. When respondents
were asked questions relating to climate change in order to establish perception on climate
change, it was discovered that 4.3% of students on average either strongly disagreed, disagreed,
or were not sure. While 95.7% of students at least ‘agreed’ with the positive perception questions.
36
Table 15: Mean score values on Climate Change Perception
Perception on climate change awareness
Average response on PI questions Frequency Percent Valid Cumulative
per respondent. Percent Percent
2.23 1 .7 .7 .7
2.62 2 1.4 1.4 2.1
2.69 1 .7 .7 2.9
2.85 1 .7 .7 3.6
2.92 1 .7 .7 4.3
3.23 1 .7 .7 5.0
3.31 2 1.4 1.4 6.4
3.38 4 2.9 2.9 9.3
3.46 1 .7 .7 10.0
3.54 2 1.4 1.4 11.4
3.62 3 2.1 2.1 13.6
3.69 3 2.1 2.1 15.7
3.77 6 4.3 4.3 20.0
3.85 10 7.1 7.1 27.1
3.92 10 7.1 7.1 34.3
4.00 13 9.3 9.3 43.6
4.08 7 5.0 5.0 48.6
4.15 7 5.0 5.0 53.6
4.23 10 7.1 7.1 60.7
4.31 7 5.0 5.0 65.7
4.38 5 3.6 3.6 69.3
4.46 11 7.9 7.9 77.1
4.54 11 7.9 7.9 85.0
4.62 6 4.3 4.3 89.3
4.69 7 5.0 5.0 94.3
4.77 5 3.6 3.6 97.9
4.85 1 .7 .7 98.6
4.92 2 1.4 1.4 100.0
Total 140 100.0 100.0
4.5.5. Mean distribution per question

Under this descriptive statistics, we look at the average response of students per question.
a. Source of Information on Climate Change

When enquired about the sources of information, the results showed that the students ‘very often’
get their information on climate change from school work and broadcasted enlightenment
program, as shown by the mean of 3.33 on statement SI6. They, however, just ‘often’ get their
37
information from family and community member, and through personal readings, as shown by
the means of 2.45 and 2.4286 respectively.
Regarding community climate change programs as source of information on the students, it was
found that on average the students ‘less often’ get their information from there, it is shown by
the responses averaging 1.957 on statement SI2.
It’s interesting to observe that of the 140 respondents, none of them identified school
environmental clubs as a source of information on climate change, every one stated that they
never (N) get their information on climate change from the school environmental club, shown by
the mean of 1.00 and a standard deviation of 0.000 on statement QSSI4 in the (see table 16).
Table 16: Mean score values and Standard Deviation on SI

Source of Information on Climate Change (SI)
SN Questions Mean Std. N
Deviation
QSI1 I get climate change information from my 2.4500 .92390 140
family and other community member (SI1)
QSI2 I get my information on climate change through 1.9571 .74786 140
community based climate change programs.
(SI2)
broadcasted enlightenment programs. (SI3)
QSI4 I get my information on climate change from 1.0000 .0000 140
the school environmental club. (SI4)
personal research and readings. (SI5)
school work. (SI6)
Key: 1 = Never (N); 2 = Less often (LO); 3 = Often (O); 4 = Very often (VO); 5 - Always (A)
b. Behaviour Intention (BI)

When given statements about their behavioural that is likely to lead to high levels of awareness
on climate change, it was discovered that, on average, the students just ‘often’ engage family and
community member on climate change issues, and just ‘often’ engage in climate change
awareness activities after experiencing some of its effects. As expressed by the means of 2.3786
and 2.0214 on statements QBI1 and QBI2 respectively in the (table 15) below. It was also found
that they ‘less often’ involve themselves in climate change sensitization programs in their
communities. As shown by the mean of 1.6429 on QBI3 in the table 17.
38
It is however, worth pointing out that all of the respondents stated that they ‘never’ attend school
club meetings to discuss and exchange information on climate change, as indicated by a mean of
1.000 on statement QBI4 in the (See table 17).
Table 17: Mean score values and Standard Deviation on BI
Behaviour Intention (BI) towards CCA
QBI1 QBI2 QBI3 QBI4
I engage my I engage in I actively involve I attend
family and climate change myself in climate school club
community awareness change meetings to
member on activities after sensitization discuss and
climate experiencing/ programs in my exchange
change learning of its community. information
issues. (BI1) effects (BI2) (BI3) on climate
change. (BI4)
N Valid 140 140 140 140
Missing 0 0 0 0
Mean 2.3786 2.0214 1.6429 1.0000
Std. Deviation .90138 .85215 .81419 .00000
Key: 1 = Never (N); 2 = Less often (LO); 3 = Often (O); 4 = Very often (VO); 5 - Always (A)
Figure 7.0 illustrate student’s involvement in climate change activities as a bases of behavioral
intention. From the analysis based on the question that students were asked on how they take
taking part in CC activities. It was found that (n=75) student did not take part in any of the climate
change activities, while an only (n=27) took part sensitization and (n= 38) in mitigation activities
i.e. Tree planting activities. This indicates that we have a majority of student who did not take
part in any climate change relation activities.
Students involved in climate change activities (BI)
DID NOT TAKE PART IN ANY 75
I TAKE PART IN SENSITIZATION ACTIVITIES ON CC 27
I TAKE PART IN MITIGATING CC I.E. TREE PLANTING 38
0 10 20 30 40 50 60 70 80
Figure 7.0: Students BI in Taking Part in Climate Change Activities

c. Perception on Climate change

In relation to perception on climate change issues, the outcome of the evaluation showed that on
average, most students at least agree with the statement. Were there response was averagely
39
above the scale of 3(not sure). From the students’ perception, on the statement that climate
change can be mitigated by planting more trees, it was the most agreed upon perspective, with
an average mean of 4.614 (QPCC13), while the perception that climate change is caused by poor
agricultural practices was the least, with an average mean of 3.1286 (QPCC3) as indicated in the
(see table 18) .
Table 18: Mean score values and Standard Deviation on Climate Change Perception
Perception on Climate change (PCC)
Q# Questions Mean Std. N
Deviation
QPCC1 Climate Change is caused by 4.4000 .87983 140
Deforestation (PCC1)
QPCC2 Climate change is caused by combustion 4.1929 .92056 140
of fossil fuels (PCC2)
QPCC3 Climate change is caused by poor 3.1286 1.24567 140
agricultural practices (e.g. Fertilizers)
(PCC3)
QPCC4 Climate change is caused by air pollution 4.4286 .78788 140
from industries (PCC4)
QPCC5 Climate change is caused by poor 3.4429 1.32095 140
management of waste (PCC5)
QPCC6 Climate change leads to food shortages 4.1071 1.25059 140
(PCC6)
QPCC7 Climate change is associated with the 4.3714 .92404 140
increased frequencies of droughts and
floods (PCC7)
QPCC8 The current climate change has been 3.7929 1.26660 140
caused by other factors other than human
activities (PCC8)
QPCC9 Climate change is an issue of global 4.4143 .77725 140
concern (PCC9)
QPCC10 We can mitigate climate change by using 4.2857 1.04768 140
renewable energy sources. (PCC10)
QPCC11 We can mitigate climate change through 3.8286 1.14391 140
organic farming (PCC11)
QPCC12 We can mitigate climate change by 4.3071 .92056 140
minimizing air pollution from industries.
(PCC12)
QPCC13 We can mitigate climate change by 4.6143 .68473 140
planting more trees (PCC13)
Key: 1 = Strongly Agree (SA), 2 = Agree (A), 3 = Not Sure (NS), 4 = Disagree (D), 5 = Strongly
Disagree (SD).
40
4.6. Influencing factors of awareness (BI, P, and SI) on awareness
This section present results on the fourth objective which endeavours to Investigate the influence
that factors of awareness (SI, BI, and P) have on the student’s levels of awareness.
4.6.1. Correlation of Data

This study was not only aimed to assess secondary school students’ level of awareness on climate
change, but also to explore some of the factors affecting their level of awareness. Using the level
of awareness as measured by the composite awareness score as the dependent variable and
behavioural intention, Perception, and sources of information as independent variables, a
correlation analysis was performed to test for the existence of association and results presented
(see Table 19).
Table 19: Correlation Analysis

Correlations
CCA
Spearman's rho Climate Change Correlation Coefficient 1.000
Awareness (CCA) Sig. (2-tailed) .
N 140
Source of Information Correlation Coefficient .359**
(SI) Sig. (2-tailed) .000
N 140
Behaviour Intention (BI) Correlation Coefficient .276**
N 140
Perception (P) Correlation Coefficient .144
N 140
**Correlation significant at σ = 0.05
Table 19 show results on the correlation analysis of influencing factor and CCA. From the
analysis it was discovered that there is a positive correlation between the respondents’ level of
climate change awareness and the factors of climate change awareness. However, the result also
indicated a moderate association between the respondents’ level of climate change awareness
and the Sources of Information (SI) (r = 0.359), a weak association between the respondents’
level of climate change awareness and Behaviour Intention (BI) (r = 0.276), and Perception (P)
(r = 0.144).
With regards to their associations’ in terms of level of significance, it was shown that the
correlation between levels of climate change awareness and perception was not significant (i.e.
41
σ > 0.05) while the correlation between levels of climate change awareness and Sources of
information and Behavioural change was significant (i.e. σ ˂ 0.05).
Table 20 shows the Spearman’s interpretation table, for better understanding of the figures
presented in the table 19 above, which helped to interpret the direction of the correlation and its
strength.
Table 20: Correlation interpretation Table.

Sign of correlation coefficient Strong Moderate Weak Very weak
or none
+ve Values 0.5 to 1.0 0.3 to 0.49 0.1 to 0.29 0 to 0.09
(Positive correlation
-ve Values -0.1 to -0.5 -0.49 to -0.3 -0,29 to -0.1 -0.09 to 0
(Negative correlation)
4.6.2. Regression Analysis
In order to effectively estimate the relationship between levels of Climate change awareness
(CCA) and its factors (SI, BI, and P), a regression analysis was used to forecast and find the cause
and effect relationship between the variables.
Firstly, a hypothesis was derived that would establish whether there is a relationship between
climate change awareness and the three variables combined. The hypothesis therefore stated as
follows:
𝑯𝟎 : 𝜷 𝟏 = 𝜷 𝟐 = 𝜷 𝟑
The null hypothesis equation above means that there is no relationship between the three
variables combined and CCA. In order to prove the depiction of the equation, a regression
analysis was done.
Table 21 presents results on regression analysis. From the analysis done, results show that there
is a regression relationship between Climate Change Awareness (CCA) and the variables
Perception (P), Behavioural Intention (BI), and Sources of Information (SI). As indicated by the
fact that all the beta values for the variables were not zero and by the p-value of the F-test which
is less than any conventional level of significance (i.e. p value ˂ 0.05).
42
Table 21: Regression Analysis ANOVA
ANOVAa
Model Sum of Df Mean F Sig. (p-
Squares Square Value)
1 Regression 2.179 3 .726 7.985 .000b
Residual 12.371 136 .091
Total 14.550 139
a. Dependent Variable: CCA
b. Predictors: (Constant), P, BI, SI
Table 22 shows the regression Model summary, the results obtained also shows that only about
15% of the total variation in climate change awareness (CCA) is explained by the independent
variable in the regression. As shown by the value R2 = 0.15.
Table 22: Regression Model Summary Table

Model Summaryb
Model R R Square Adjusted R Std. Error of Durbin-
Square the Estimate Watson
1 .387a .150 .131 .30160 1.824
Source: Generated from SPPS 2020
Table 23 shows the coefficients of the variables. When the independent variables were analysed
individually, it was discovered that the highest contributor variable, other than the constant, to
climate change awareness was sources of information (SI) which had a Beta value of (β=0.370).
Meaning that for every unit change in sources of information, there is a 0.370 unit increase in
climate change awareness levels, assuming all other variable remain constant. The other two
variables, that is, Behavioural Intention (BI) and Perception (P) contributed β=0.059 and β=0.035
respectively.
The table also shows that only sources of information significantly predicts the levels of climate
change awareness, as depicted by its p-value of 0.002 (σ ˂ 0.05), while the other two variable do
not significantly predict levels of climate change awareness, as depicted by their p-values which
were 0.337 (σ > 0.05) for behavioural intention (BI) and 0.506 (σ > 0.05) for perception (P).
The model outcomes also shows that there are other significant variables that can help predict
levels of climate change awareness, as observed by the 1.835 Beta value of the Intercept, which
has a p-value smaller than the significant level 0.05.
43
Table 23: Coefficient Table
Coefficientsa
Model Unstandardized T Sig. 95.0% Confidence
Coefficients p-value Interval for B
ß Std. Error Lower Upper
Bound Bound
1 (Constant) 1.835 .257 7.128 .000 1.326 2.344
SI X1 .370 .114 3.238 .002 .144 .595
BI X2 .059 .061 .964 .337 -.062 .179
P X3 .035 .053 .667 .506 -.070 .140
2
R = 0.150
Durbin Watson = 1.824
Sig. = 0.000
a. Dependent Variable: levels of Climate Change Awareness (CCA)
b. Predictors: (Constant), Sources of Information (SI), Behaviour Information (BI),
Perception (P)
Based on the regression outcome and the multiple liner model;
Ȳ = ß𝑋1 + ß𝑋2 + ß𝑋3
We can therefore define the prediction equation for climate change awareness as:
𝑌̂ = 1.835 + 0.370𝑆𝐼1 + 0.059𝐵𝐼2 + 0.035𝑃𝐼3 + Є
Meaning:
SI: For every single value increase in sources of information, there is a 0.370 increase in climate
change awareness. Assuming all variables remain constant.
BI: For every single value increase in behavioural intention, there is a 0.059 increase in climate
change awareness. Assuming all variables remain constant.
P: For every single value increase in Perception, there is a 0.035 increase in climate change
awareness. Assuming all variables remain constant.
44
Table27: Testing Hypothesis
Hypothesis Regression Weight Correlation t-value p-value Hypothesis

Supported
Ha 1 SI→ CCA .391 3.238 .002 Accepted
Ha 2 BI→ CCA .810 .964 .337 Rejected
Ha 3 P→ CCA .125 .667 .507 Rejected
F (3, 136) = 7.985
ƿ ˂ 0.05
R2 = 0.15
Table 21 shows result of the tested hypothesis, it was found that in our study, sources of
information (SI) significantly contributed to climate change aware, while Behavioural intention
(BI) and perception (P) did not. Therefore, the hypothesis Ha1 was accepted, while rejecting the
Hypothesis Ha2 and Ha3.
H1: Source of information (SI) significantly contribution to climate change awareness. -

Accepted
H2: Behavioral Intention among students (BI) significantly contributes to climate change
awareness- Rejected
H3: Perceiving of the cause, effect and action on climate change (P) significantly Contributes to
climate change awareness- Rejected
45
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
5.1. Introduction
This chapter is dedicated to the discussion of research results and key finding of the study in
reference to the set objectives and research questions. To this end, it is worth reiterating that the
main objective of the study is assessing climate change awareness amongst secondary school
students.
5.2. Respondents Distribution by Gender, Grade, School Type and location.
In this research for easy analysis of data, the respondent’s distribution of descriptive statistics
was categorized as follows, Namely; Gender, Grade, School Type and location. Based on
Gender, the sampled population consisted of 140 respondents of which 43.6% (n = 61) were male
while 56.4% (n = 79) were female. Signifying that this closeness of the distributions indicates
that there was a fair and even representation of both male and female in the study. Furthermore,
the distribution of respondents with regards to their Grade, which was as follows: 52.9% (n=74)
of respondents, which was the majority were grade twelve’s, while 47.1 % (n=66) were grade
elevens. The study purposively selected the higher secondary with an assumption of getting
credible information in relation to climate change.
It also emerged from the data collected that the majority of respondents based on school type,
where from Public/Government schools 80% (n=112), While only 20 %( n=28) were from
private school. This distribution revealed from this study had majority of the respondents from
government schools, and less students from private schools. This is as a result of a lesser number
of private secondary school in the district. To be precise, Mufulira district only has two secondary
private schools. Closely related to school type was school location. Only 1 out of the 10 schools
sampled for this study was in the Peri-urban area. The remaining 9 were located in the urban
area. As such, the majority of respondents sampled for this study, 85% (n = 119), were from
schools located in the urban area while the remaining 15% (n = 21) were from schools located in
the peri-urban area. This can be attributed to the fact that most secondary schools in Mufulira are
in the urban location, adding to the fact that most of the areas around this district is urban with
less of peri-urban area, this is due to the mining activities taking up much of the districts land,
leaving just but less of land which is fully developed to urban standards.
46
5.3. Levels of climate change awareness amongst secondary school students.
In determining the levels of climate change awareness amongst secondary school student, a mean
score was used on the questions relation to CCA, the results discussion show that 7.1% (n=10)
of students have low levels of awareness, while 57.2% (n=80) of respondents were found to have
a medium level of awareness. The rest, 35.7% (n=50) of the students displayed a high level of
climate change awareness. From these results, it can be revealed that the respondents recorded
the majority was- (57.2%), meaning that students on average have medium levels of climate
change awareness with a few having (35.7%) been considered with high levels of awareness.
Furthermore, some respondents had a tendency to agree or strongly agree with all the items
presented, but there was still a substantial minority- with low levels or (unaware -7.1%) of the
respondents who either disagreed or stated “Don’t know” to the items depicting a potential
limited understanding of climate change issues in the general population of secondary school
students.
With that been mention, there is need to exacerbate awareness levels amongst students, in order
to attain high levels of climate change awareness, considering that there a big gap or difference
between those that displayed a high level of understanding to those who had medium levels, put
together with the unaware population. If we have more numbers on the highly aware students,
this will guarantee us having well-informed citizens and equip future climate change solution
providers on issues to do with new emerging climatic condition and how to tackle with them.
5.4. Students Sources of Information, Behavioural Intention and Perception on

Climate Change
Based on the findings of the research as shown by the mean score values on climate change
awareness question, it was found that 92.9% (130) disagreed or strongly disagreed with the
negative questions, while 7.1(n=10) agreed with the negative question on climate change.
Meaning that the respondents average scale for the variable was greater than >3.
While for sources of information, it was found that 27.9% (n=39) of students either never or less
often accessed climate information from conventional sources as inquired in the questionnaire.
While the majority 72.1% (n=101) of students, stated that they, at least, ‘often’ get their
information on climate change from the conventional sources as inquired in the questionnaire.
This means that, a few respondents got information from, friends, and family and community
member or even outside classroom on climate change. Bearing in mind that unconventional
sources of information, is also known as local or indigenous knowledge. Hence, portraying that
47
most of the respondents obtained there information on climate change from conventional sources
on such as TV, internet, Radio, Text books, and Newspapers.
It’s interesting to observe that of the 140 respondents, none of them identified school
environmental clubs as a source of information on climate change, every one indicated that they
never (N) get their information on climate change from the school environmental club, shown in
(table 14) having the mean of 1.00 and a standard deviation of σ=0.000, meaning that no school
had an active club.
With considerations that school environmental Clubs are important, as these platforms help
students learn about the environmental and climate change by exploring areas of interest beyond
what is offered in the curriculum through participation in a club. Furthermore, School clubs also
help to raise students’ awareness on eco-citizen practices and to urge them to make their schools
more eco-friendly. They are also responsible for disseminating an important climate and
environment-related issue within their different social circles: family, pairs, friends and school.
Hence there is need to establish environmental clubs in schools to enable student acquire
knowledge outside what is taught in the classroom and making them more practical in
approaching climate change and environmental related issues.
From the results discussion, when students were given statements about their behavioural that is
likely to lead to high levels of awareness on climate change, it was discovered that, on average,
the students just ‘often’ engage family and community member on climate change issues, and
just ‘often’ engage in climate change awareness activities after experiencing some of its effects.
It was also found that they ‘less often’ involve themselves in climate change sensitization
programs in their communities. It is however, worth pointing out that all of the respondents stated
that they ‘never’ attend school club meetings to discuss and exchange information on climate
change. The meant that student barely get involved in climate related activities and action based
behaviour that is likely to lead or signify high levels of awareness on climate change.
Furthermore, respondents were asked questions relating to climate change causes, effects and
actions in order to establish perception on climate change, it was discovered that 4.3% of
respondents on average either strongly disagreed, disagreed, or were not sure. While 95.7% of
students at least ‘agreed’ with the positive perception questions. This meant that, student do
perceive climate change as a threat.
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5.5. Distribution of climate change awareness amongst explanatory variable
Result discussion on the distribution of the levels climate change awareness amongst the
explanatory variable (Gender, Grade, School type and location) of students. The Mann-Whitney
U test was used to test the null hypothesis and compare whether there was a significant link
between the dependent and independent variable.
From the resulted obtained based on Gender and Grade; the Null hypothesis stating that, the
distribution of Levels of Climate Change awareness is the same across categories of Gender,
after the analysis was carried-out in (Table 11), it was discovered that the P-value was (P=0.101),
indicating that variable was not statistically significant. This implied or rather indicating that the
null hypothesis should be retained, meaning that levels of climate change awareness were the
same across categories of Gender. Furthermore, result discussion for Grade, with a null
hypothesis stating that; ‘The distribution of Levels of Climate Change awareness is the same
across categories of Grade’ it was found that the P-Value was (P= 0.480), which indicated that
there was no statistical significance between the two variables. This met that the null hypothesis
should be retained or rather was true, indicating that the Levels of Climate Change awareness
was the same across the Grade in upper secondary school.
Results obtained from School type; the null hypothesis stated that, the distribution of Levels of
Climate Change awareness is the same across categories of School Type, from the analysis, in
(Table 11), the P-value was equal to (P= 0.280), showing no statistically significant between the
two variables. This implied that the null hypothesis should be retained, meaning that the levels
of climate change aware are the same across categories of school type, whether it be private or
public secondary schools.
Result discussion for school location, the null hypothesis stating that; the distribution of Levels
of Climate Change awareness is the same across categories of School Location, from the analysis
in (Table 11), the P-value was equal to (P=0.930), which was not statistically significant. This
implied that the null hypothesis was to be retained, meaning that the Levels of Climate Change
awareness are the same across categories of School Location, whether in urban or peri-urban
areas. The reason as to why there was an equal distribution of levels of awareness on School type
and location, is because the curriculum that is been taught or used is standardized for all schools,
it be private or public, urban or peri-urban, confirming that the information relayed is the same
in relation to climate change for all schools.
49
Hence, from the above discussion it could be concluded that all the variables were not statistically
significant, they were above the alpha value (P>0.05), hence if the P-value is less than or equal
to the significant level, the decision is to reject the null hypothesis, but in our case all the P-value
were higher than the P > 0.05. Meaning that, the distribution of Levels of Climate Change
awareness is the same across categories of Gender, school type, school location, and grade. It
does not matter the grade or gender of the student nor the location or type of school, the student’s
level of awareness are equally distributed.
5.6. Influence of factors of awareness (BI, P, and SI) on students levels awareness
Though numerous studies/research on education and climate change has to date, focused on the
impact of climate and its related environmental changes on schooling (UNESCO, 2010). While
this link has been established, there is a need to clearly define the relationship between climate
change awareness and some awareness influencing factors which in our study were namely;
behavioural intention (BI), sources of information (SI) and perception (P), on how significantly
they contribute to the levels awareness amongst students.
To this regard the study did correlation analysis between the influencing factors and level of
climate change awareness. From the result, it was observed that there was a positive link between
all the three variables and climate change awareness. In addition, this means that from this
observation, when any of the variables increases, the levels of climate change awareness
increases as well.
However, the exact strength of relationship between each on climate change awareness and the
three influential factor variables (SI, BI and P), based on the responses in our study was that;
i) There is a moderate relationships/association between the respondents’ level of climate

change awareness and the Sources of Information (SI), (r = 0.359).
ii) While there was indication of an averagely weak relationships/association between the
respondents’ level of climate change awareness and Behaviour Intention (BI) (r = 0.276),
and Perception (P) (r = 0.144).
5.6.1 Prediction of climate change awareness based on SI, BI and P

In determining the influence of (SI, BI and P) on the levels of climate change awareness and if
such impacts are significant or not, a multiple regression analysis was used. Considering the
hypothesis that there is a ‘significant relationship between SI, BI and P, and levels of climate
change awareness’. In relation to this, the results obtained from the analysis show that the
identified influential factors (SI, BI and P), when taken together, account for 15% (R2 = 0.15) of
50
the variance in levels of CCA. Furthermore, the analysis also shows that the predictability of the
model for the influential factors (SI, BI and P) of all taken together) is definitely significant (F
(3, 136) = 7.985, ƿ ˂ 0.05), R2 = 0.15).
Looking at the unique individual contributions of the predictors, the result shows that SI (ß =
0.370, t = 3.238, ƿ = 0.002), BI (ß = 0.059, t = 0.964 ƿ = 0.337), P (ß = 0.035, t = 0.667, ƿ =
0.506), positively impacted/contribute to levels of Climate change awareness (CCA).
The results therefore means that when schools increase each of the influential factor (SI, BI and
P), there is a resulting impact (increase or decrease) in level of climate change awareness. Such
an impact can cause an increase or a decrease in the LCCA, as expressed by their Beta values.
Bases on the outcome of the regression analysis, a one unit increase in influential factor (SI, BI
and P), can therefore result in; SI: For every single value increase in sources of information, there
is a 0.370 increase in climate change awareness; BI: For every single value increase in
behavioural intention, there is a 0.059 increase in climate change awareness, and P: For every
single value increase in sources of information, there is a 0.035 increase in climate change
awareness. Assuming all variables remain constant.
NB: All beta value are positive, the higher the variable the higher the LCCA for each variable.
Hence, from the significance values (p-values) obtained using regression analysis, it was
discovered that the levels of climate change awareness are significantly influenced by source of
information (SI). While behavioural intention (BI) and perception (P) did not significantly (ƿ >
0.05) indicate to influence Climate change awareness (CCA), though the two variables had a
positive but weak relationship. Which qualifies them to be adjuvant/indirect contributor to LCCA.
Portraying that the link between sources of information and CCA is important, in that, SI ranked
the highest, positive and significant among the three variables, and that it’s more influential on
CCA. Therefore the three variable are able to estimate Levels of CCA. This is because of the
positive coefficient regression between CCA and the variables.
Depicted from the results as to why behavioural intention and perception didn’t significantly
contribute to levels of Climate change awareness amongst students in this study, was due to the
limitation in performance based activities not being obtainable in schools. Which enable students
to act upon their intention and perception, but overall it was discovered that student are limited to
only theoretical work, and don’t putting it into practice what they learn. This statement can be
supported by the results that were obtained in this research, were no school had an Environmental
club, believing that clubs give a practicality on the information obtain by learner. Unfortunately in
our case student are only limited to classroom work and other various transfer of information for
51
LCCA, this can also be observed from the resulted that were obtained from the means scores on
behavioural intention questions, were the majority of students did not take part climate change
activities in schools. Leaving students with less motivational factors to be influenced to display
CCA through BI and P. Therefore, most students don’t understand why they have to change and
become more alive the fact that climate change is real, when there are limited to theory. Hence
resulting in most of them losing interest, connectedness and poor self-esteem, while others, it’s
due to social pressure. Hence there is need for experts to engage students on issue to do with
climate change in a practicable manner and also externally motivate the students in school through
rewards or incentives on matters relation to climate change actions.
5.7. Information from the Semi-Structured Questionnaire for the Teachers

The majority of research on education and climate change has to date, focused on the impact of
climate and its related environmental changes on schooling (UNESCO, 2010). However, other
than levels of awareness on climate change activities in schools and stakeholder collaboration,
this research also tried to focus on the main challenges and opportunities faced by the ministry
of education and schools in implementing climate change activities in secondary schools, this
was done by interviewing teacher, who were considers as key informants.
For the purpose of gathering well-rounded information, the researcher managed to interview ten
(10) teachers. From the interview, it was discovered that most (n=9) teachers that were
interviewed stated the following as the main challenges faced by the ministry of education and
schools in implementing climate change-friendly activities in secondary schools: lack of financial
resources from the ministry/school administration to support activities such as mitigation projects
and implementing sensitization programs (i.e. quizzes) on climate change and environmental
issues; donor dependency; lack of co-ordination among implementers and experts in climate
change to incorporate schools; inconsistencies in learners' attitudes; lack of literature such as
books and other learning materials in the library which give depth information on climate change,
this was emphasized by teacher.
From the stated challenges, the following was emphasised; inadequate literature, the ministry of
education does not provide enough books to foster knowledge and skills in climate change
activities. As a result, learners encountered a lot of challenges in their quest to effectively
contribute to climate change friendly activities such as mitigation measures. Furthermore,
students are faced with challenges regarding information about climate change because of the
non-availability of materials, except for those that have access through other media such as
television and the internet. The scope of teaching and learning has left a knowledge gap for
52
learners to fully participate in climate change-friendly activities and efforts. This has resulted in
more learners not having confidence in climate change content and possessing a negative attitude
towards the implementation of climate change mitigation activities in schools. This is partly
because there are few books that contained information on climate change in schools. According
to Kotecha (2010), writes that the gap can be reduced by incorporating relevant scientific
knowledge and expertise to support the development of adaptive skills and the provision of
literature in secondary schools.
Another concern was about the type of material that were available in school. It was discovered
that, the available teaching and learning materials in schools were not appropriate for developing
new climate-friendly and climate-resilient livelihoods for youths. Worrall (2015) agrees that
most educational materials lacked an essential component of learning about sustainable
livelihoods as a strategy to mitigate climate change. UNESCO (2014) recommends that teaching
and learning materials should aim at saving lives. Furthermore, most teacher that were
interviewed recommended that Climate Change education should be made compulsory and
examinable for all learner in school, this way more learner will take keen interest in learning and
acquiring knowledge about climate change.
In relation to climate change perception and action, the interviewed teachers were asked about
the extent to which information dissemination on the adoption of climate-friendly activities was
done in schools for students to get more knowledge on climate change outside the classroom. It
was shocking enough to learn that students had no involvement in climate change-friendly
activities outside their classroom that were offered in schools. Considering the fact that out of
the ten (10) schools that were sampled, with 140 learners as respondents and ten (10) interviewed
teachers, it was found that no school was recorded as having an environmental club or anything
related to climate change outside of what was offered in the classrooms. Therefore, the
interviewed respondents stated that the knowledge given to learners in schools was more of a
theory than practical. As a result, learners do not fully put into practice what they learn. One way
this can be done is by getting students involved in clubs. The limitation in means of learning has
negatively affected learners' efforts to develop the necessary methodical skills needed for them
to contribute effectively to adaptation and mitigation measures of climate change. As a result, a
majority of learners have an understanding and perception of the causes and effects of climate
change, but lack the ability and knowledge of how to act/ behave (mitigate) upon the effects of
climate change. Further this can be appreciated from the results that were obtained in this study
from the students, who were asked about perception and action to take on climate change. Based
on the analysis in (table 16). It was discovered that most students knew and answered positively
53
about the causes and effects of climate change, but lacked the knowledge on the action-based
questions in section C of the questionnaire.
In addition, from the interviews, it was discovered that after asking the teachers if at all, there
was a need for them to be offered professional training on climate change as a form of developing
capacity. The responses were overwhelming. All those that were interviewed certainly stated the
need to have a whole round up for capacity bundling trainings on climate change and the
provision of literature in schools in relation to climate change. This training of human resources
to deliver climate change content to the learners in schools can be achieved through the
continuous professional development (CPD) of teachers. This will enable teachers to help
students and themselves understand climate change more and even push for understanding
outside the classroom in a practical manner. Furthermore, education is meant not only to adapt
learners to their society but to equip them to take action in their environment. Some of the
opportunities for the ministry of education include promoting self-reliance; enhancing
coordination among implementers; putting in place ways in which it will be easy to implement
the policy on integration of climate change education into the school curriculum; fostering
change in people’s attitudes; provision of literature in schools; and training human resources to
deliver climate change content to the learners in schools.
Finally, it was highlighted by the interviewed teacher that the education structure in school,
should consider that education must also take place outside the classroom and promote creative
problem solving through allow for interaction and engagement of students with the local
community and other stakeholder. This allows for accentuating learning through action and
interaction. This will help student get the abstract global scenario and its related threats
effectively linked to real, first-hand experience (UNESCO, 2012, p.11).
54
5.8 Conclusion
The primary objective of this study was to assess climate change awareness amongst secondary
school students. Specifically the schools within Mufurila district.
Climate change is a complex subject, usually surrounded by a lot of scepticism, hence the need
for conclusive evidence to support climate change reality. The results of this study show beyond
reasonable doubt that there is much that needs to be done in relation to climate change awareness
in schools. Hence, the need for the dissemination of information, through formal and informal
education, to help the students and public adapt to the new climatic conditions should not be
overlooked. Based on the findings of this study, it reveals that the majority of students are
averagely (medium) aware of climate change, with a few that have attained high levels, though
with gaps in their knowledge of the same. By implication, secondary school students' relatively
moderate levels of climate change awareness are a positive component of understanding climate
change knowledge transfer, but knowledge gaps must not be underestimated. There is a need to
call for an enhancement in their quality of knowledge on climate change.
Furthermore, the findings of this study also revealed that all explanatory variable (Gender, Grade
School type and Location) had a positive correlation with the level of climate change awareness
though the influence remained statistically insignificant in this study. The study also revealed
that secondary school student in Mufulira perceive climate change as a problem of global concern
and a serious threat to Zambia. But it’s unfortunate that most of the students are not actively
involved in the action based fight against climate change, this has resulted in them not taking the
matter seriously. This is exacerbated due to lack of platform that will allow them to take action
by doing and not just healing and perceiving, hence causing low drive in behavioural intention
on climate change. By implication, student can be counted upon to support actions geared
towards mitigating or adapting to climate change through dissemination of the relevant
information and actively involving them in activities to do with climate related issues.
Lastly, a predication of the contribution that SI, BI and P has on climate change awareness using
a multiple regression analysis was done, the resulted revealed that all variable had a positive
link/correlation, despite all variables bearing a positive link, but only SI contributed statically
significant to climate change awareness, while BI and P didn’t.
Conclusively as a whole, prevailing human activities as well as natural phenomena constitute

agents of climate change and they must be controlled. This justifies the need for awareness and
enlightenment on climate change for sustainable development. All countries are vulnerable to the
adverse impacts of climate change; hence it is imperative to see that every individual is
55
knowledgeable and well informed. Questions about global warming, unstable weather, and
climate crisis (Mitigation and adaptation) should be asked and solutions sought. Awareness on
climate change among all and sundry is pertinent and education is an essential component and
catalyst for responding to global climate in its efficacy to raise awareness and promote knowledge
and skills development on climate issues and related concepts.
5.9 Recommendation
Based on the study findings and conclusions, the following recommendations have been made.
It is envisioned that these recommendations may promote interventions and measures that can
improve climate change awareness and education. The researcher thereby recommends the
following measures:
i) Awareness campaigns and programs regarding measures to combat climate change should be
introduced and taken seriously in schools for better preparedness of the new generation.
ii) Policy makers and curriculum developers in education should consider making Climate
Change Education content examinable so that both the learners and teachers can take it
seriously.
iii) Teachers should use hands-on, problem-solving, inquiry-based and future-oriented learning
approaches such as field trips and projects when teaching about climate change.
iv) The ministry of education through Teacher Training Institutions should provide in-service
training of teachers in secondary schools on Climate Change Education, as a way of capacity
building for the enhancement of learning.
v) The Ministry of Education should organize seminars and workshops on climate change for
teachers, especially those teaching subjects that have topics on weather and climate like
Science, Geography and Social Studies to help them acquire current knowledge on this
subject.
Recommendations for Curriculum Developers

Curriculum developers should also involve teachers in the revision of the curriculum when
incorporating climate change knowledge into school syllabus to ensure that teachers’ concerns
are taken into consideration. Teachers should be consulted to give their opinion on how much of
climate change knowledge is appropriate for primary and secondary schools pupils as well as
what stage of learning should form appropriate entry point of climate change in schools.
For further study of this topic, further research could be done regarding:
i. While this study gave a bird’s eye view of the situation, the Ministry of Education, should
carry out a countrywide survey on the level of climate change awareness among learner
56
as part of a needs assessment for enclosure and improvement of climate change
knowledge into school curriculum in Zambia.
57
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Appendix A: INTRODUCTION LETTER
61
Appendix B: QUESTIONNAIRE
CLIMATE CHANGE AWARENESS QUESTIONNAIRE
Dear Respondent,
This questionnaire is for academic purposes and your responses will not be used for anything else rather than
for the stated purpose. The purpose of this study is, Assessing Climate Change Awareness Amongst Secondary
School Students: A Case Study of Mufulira District. We thank you most sincerely for your cooperation. Be free
in giving your answers without any reservations.
Part A: Demographic Information
Please provide the following information (Tick (√) inside the box for multiple choice questions).
1. Age ............... years old.

2. Gender: Male Female
3. I come from…………………………………..
4. Grade 10 11 12
5. Period of stay in Mufulira, since...................................

6. Name of school........................................................................ Secondary school
7. Our school is: Public (GRZ) Private
8. It is located in the: Urban area Peri-urban area
Part B: Climate Change Awareness

Section A: Levels of Awareness on Climate Change (ACC)
The following are a number of questions on climate change. (Tick (√) the most appropriate answer)
9. Have you ever heard of climate change?
a) Yes b) No
If your answer is (a), go to question No. 10
10. In your own opinion is climate change real?
a) Yes b) No
If “Yes “what are some of the indications that it’s real?
1……………………………………………..
2……………………………………………..
3……………………………………………..
11. What does the phrase “climate change” means?
Rising global temperatures
Changes in the average weather conditions towards extremes recorded over long periods (30 years)
Short term variations in weather patterns
Hole in the ozone layer
62
Others, specify……………………………………………………………………………….
12. Do you think there is any role secondary school students can play in addressing Climate change?
Yes No
13. If your answer is YES, list some of these roles
1. …………………………………………………………………
2. ………………………………………………………………….
If your answer is No, why? ............................................... ………………………………..
14. Do you think that human’s activities contribute to climate change?

Yes No
15. If your answer is yes, list some of these activities that contribute to climate change
1. ……………………………..
2. ……………………………
3. ………………………………..
Please respond using the key given below by checking/ ticking the appropriate box (√) that represents
the extent to which you agree or disagree about the following statements. (Use the following guide)
(SA) =Strongly Agree (A) =Agree (NS) =Not Sure (D) =Disagree (SD) =Strongly Disagree
Awareness Levels SA A NS D SD
1 2 3 4 5
16 Climate Change is not an obvious concept in our lives (CCA1)
17 Climate change is not a threat to sustainable development (CCA2)
18 Pollution and degradation do not contribute to climate change (CCA3)
19 We are not experiencing effects of climate change (CCA4)
20 Climate change is not a cause of droughts and floods (CCA5)
21
Human activities are entirely to blame for the current climate change
(CCA6)
22
We cannot mitigate climate change by minimizing air pollution from
industries (CCA7)
23
We cannot mitigate climate change by planting more trees (CCA8)
24 Climate change is not of immediate and urgent concern (CCA9)
Part C: Factors of Climate Change Awareness

Section A: Sources of Information Climate Change (SI)
25. Do you receive any information about climate change? Yes No

26. How do you get the information about climate change? Tick as many as you wish apply.
Television Friends/family
Radio Other
Newspaper (Please write in: _______________)
Internet
Environmental groups (e.g. Clubs)
Text books in School/ Academic journals
63
27. is the information beneficial?
a) Yes b) No
28. If “Yes” what are some of the benefits? (Mention at least 3)
1.…………………………………………………..
2………………………………………………… 3…………………………………….
If “No” what are some of the challenges …………………………………………………….
29. Do you have any subjects that talk about climate change? Yes No
30. If “Yes”, in which subjects do you learn climate change?

1…………………………….
2………………………….....
3……………………………….
On a scale of 1 to 5, please rate the extent to which you receive climate change information by
checking/ ticking the appropriate box (√)
(N) =Never (LO) =less Often; (O) =Often; (VO) =Very Often; (A) =Always
Sources of Information 1 2 3 4 5
31 I get climate change information from my family and other
community member (SI1)
32 I get my information on climate change through community based
climate change programs. I.e. NGOs outreach programs to help
people stop cutting down tree and adopt climate friendly activities.
(SI-2)
33 I get my information on climate change through broadcasts and
enlightenment programs. (SI-3)
34 I get my information on climate change from the school
environmental club. (SI-4)
35 I get my information on climate change through personal research
and readings. (SI-5)
36 I get my information on climate change through school work. (SI-6)
Section B: Behavioral Intention (BI)
Please tick the appropriate box (√) about the following statements. (Use the following guide)
(N) =Never (LO) =less Often; (O) =Often; (MO) =Very Often; (A) =Always
Actions relating to Climate Change N LO O VO A
1 2 3 4 5
37 I engage my family and community member on climate change
issues.(BI1)
38 I engage in climate change awareness activities after
experiencing the effects of climate change (i.e. load shedding,
floods) (BI2)
39 I actively involve myself in climate change sensitization
programs in my community. (BI3)
40 I attend school club meetings to discuss and exchange
information on climate change(BI4)
64
Section C: Perception on Climate Change (P)
Please tick the appropriate box (√) that represents the extent to which you agree or disagree
about the following statements. (Use the following guide)
(SA) =Strongly Agree; (A) =Agree; (DK) = Don’t Know; (D) =Disagree; (SD) =Strongly Disagree
Q Statement SD D DK A SA
1 2 3 4 5
41 Climate Change is caused by Deforestation (PCC1)
42. Climate change is caused by combustion of fossil fuels (PCC2)
43. Climate change is caused by poor agricultural practices (e.g.
Fertilizers) (PCC3)
44. Climate change is caused by air pollution from industries (PCC4)
45. Climate change is caused by poor management of waste (PCC5)
46. Climate change leads to food shortages (PCC6)
47. Climate change is associated with the increased frequencies of
droughts and floods (PCC7)
48. The current climate change has been caused by other factors
other than human activities (PCC8)
49. Climate change is an issue of global concern (PCC9)
50. We can mitigate climate change by using renewable energy
sources (e.g. hydro-power, geothermal, solar, and wind) instead
of fossil fuel (PCC10)
51. We can mitigate climate change through organic farming
(PCC11)
52. We can mitigate climate change by minimizing air pollution
from industries. (PCC12)
53. We can mitigate climate change by planting more trees (PCC13)
Thank you very much for having accepted to participate in this discussion and for availing yourself. Further details
on this research could be obtained from either my supervisor or me.
Thank you
65
Appendix C: SEMI-STRUCTURED QUESTIONNAIRE
SEMI-STRUCTURED INTERVIEW GUIDE

MULUNGUSHI UNIVERSITY
School of Agriculture and Natural Resource (SANR) – Postgraduate
Topic of research: Assessing Climate Change Awareness amongst Secondary School Students’: A Case
Study of Mufulira District.
Introduction and welcoming respondents

My name is Kawambwa Chomba; a student of Climate Change and Sustainable development at
Mulungushi University. I will be the moderator for this interview. The purpose of this discussion is for
me to satisfy partial academic requirement for the award of a Master’s degree in Climate Change and
Sustainable development. Thus, all the discussions in this meeting will be confidential. First and foremost,
I would like to thank you for having accepted to be interviewed on the topic:
Assessing Climate Change Awareness amongst Secondary School Students’: A Case Study of Mufulira
District.
SECTION A: DEMOGRAPHIC INFORMATION
Name of School What is your position at What are your How long have you
this school? Qualifications? been working for this
School?
SECTION B: CLIMATE CHANGE AWARENESS
1. What are some of the issues happening around climate change?

…………………………………………………………………………………………………..
………………………………………………………………………………………………….
2. Have you ever had any collaborative programmes with stakeholder on climate change carried
out by your School?
…………………………………………………………………………………..............
3. If ‘Yes’ in which areas?
………………………………………………………………………………….
………………………………………………………………………………….
4. Does the ministry and your School have any activities that your students do to help in the fight
against climate change?
……………………………………………………………………………………………
…………………………………………………………………………………………….
66
SECTION C: SOURCES OF INFORMATION CLIMATE CHANGE
5. Are there any lessons offered regarding climate change?

(I) Yes [ ] (ii) No [ ]
6. If “Yes”, what are some of these lessons or subjects that bear information about climate change?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………
……………………………………………..
7. Does the school have any other subjects or lessons in the curriculum that can added to what is
currently taught in addressing issues of climate change?
Yes [ ] No [ ]
8. If ‘YES’, kindly suggest what can be consider to be add to the curriculum in relation to climate
change information?
……………………………………………………………………………………………………
…………………………………………………………………………
……………………………..
…………………………………………………………………………………………………
9. Are there any other ways in which information on climate change is been dissemination apart
from classroom lessons to encourage the adoption of climate friendly activity in your school?
(i.e. through Environmental clubs for students and sensitization program)
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……..
SECTION D: PERCEPTION (CAUSE, EFFECT AND ACTION)

10. Is there a way in which the education sector can help in climate change mitigation?
(I) __________________________________________________________________
(ii) __________________________________________________________________
11. Are there any challenges faced by the ministry of education/ school in the implementation of
climate Change mitigation activities?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
12. In your opinion, should Secondary school teachers be offered professional training on climate
change?
[ ] Yes, they should
[ ] No, they shouldn’t
13. If yes, how do you suggest this could be done?

................................................................................................................................................................
................................................................................................................................................................
...............................................................................................................................................................
Thank you very much for having accepted to participate in this discussion and for availing yourself.
Further details on this research could be obtained from either my supervisor or me.
67

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ASSESSING CLIMATE CHANGE AWARENESS AMONGST SECONDARY SCHOOL

STUDENTS’: A CASE STUDY OF MUFULIRA DISTRICT.

Name of Supervisor: Mr Francis Sichilima

Signature ………………….…… Date ……/………/…….

I therefore reserve all the right to this document.

Names : Chomba Kawambwa

Declaration and Copyrights ............................................................................................................ ii

Acknowledgement ......................................................................................................................... iii

Table of Content ........................................................................................................................... vii

Table of Figures ............................................................................................................................. xi

List of tables ................................................................................................................................. xii

ACRONYMS AND ABBREVIATIONS .................................................................................... xiii

CHAPTER ONE: .............................................................................................................................1

1.1. Background of the study ...................................................................................................1

1.2. Statement of the Problem ..................................................................................................3

1.3. Main Objective..................................................................................................................4

1.4. Specific Objectives ...........................................................................................................5

1.5. Research Questions ...........................................................................................................5

1.6. Research hypothesis ..........................................................................................................5

1.7. Significance of Study ........................................................................................................5

1.8. Limitations of the study ....................................................................................................6

1.9. Assumptions of the study ..................................................................................................6

1.10. Conceptual Framework and research Model .................................................................6

1.11. Theoretical Framework .................................................................................................7

1.11.1 Theory of Reasoned Action (TRA) ..............................................................................7

1.11.2 Learning theory.............................................................................................................8

1.12. Conclusion .....................................................................................................................8

1.13. Structure of the Report ..................................................................................................8

2.1 Introduction ..........................................................................................................................10

2.2 Evolution of Climate Change as a Problem of Global Concern ..........................................10

2.3. Public Climate Change Awareness and Perception ............................................................10

2.5 Global Public Level of Awareness on Climate Change .......................................................13

2.6 Global Perception of Climate Change .................................................................................14

2.7 Public Climate Change Awareness and Perception in Africa ..............................................14

2.8 The Role of Education in Creating Awareness on Climate Change ....................................15

2.9. Conclusion ..........................................................................................................................16

CHAPTER THREE: RESEARCH METHODOLOGY ................................................................17

3.1 Introduction ..........................................................................................................................17

3.2 Research Design...................................................................................................................17

3.3 Study Area ...........................................................................................................................17

3.4 Education in Mufulira District .............................................................................................18

3.5 Target Population .................................................................................................................19

3.6 Sample Size..........................................................................................................................19

3.7 Sampling Method .................................................................................................................20

3.8 Research Instruments ...........................................................................................................21

3.8.1 Construction of Likert Scale .........................................................................................22

3.8.2. Trust worthiness .....................................................................................................22

3.9 Data Collection Methods .....................................................................................................22

3.10 Data Analysis .....................................................................................................................22

3.10.1 Analysis of Variance .......................................................................................................23

3.10.2. Ethical Consideration .....................................................................................................23

CHAPTER FOUR: PRESENTATION OF RESULTS .................................................................24

4.1. Introduction .....................................................................................................................24

4.2. Demographic Characteristics of Respondent ..................................................................24

4.2.2. Grade Distribution ...................................................................................................25

4.2.3. School Ownership....................................................................................................25

4.2.4. School Location .......................................................................................................26

4.3. Descriptive statistics and reliability of survey ................................................................26

4.3.1. Internal Consistency of the scale .............................................................................26

4.3.2. Test for normality ....................................................................................................27

4.3.3. Average score values ...............................................................................................27

4.4. Levels of climate change Awareness ..............................................................................28

4.4.1. Climate change awareness amongst respondents ....................................................29