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Secondary School Students’ Awareness
and Attitudes about Industrial Waste
Pollution in Kombolcha, South Wollo
Zone of the Amhara Regional
State,Ethiopia
Kedir Yimam Mohammed
A Thesis Submitted to the Department of
Geography and Environmental Education
in Partial Fulfillment of the
Requirement for the Degree of Master of
Education in Geography and
Environmental Education
March, 2010
Addis Ababa
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Acknowledgments
I would like to express deepest gratitude to my advisor,
Dr. Aklilu Dalelo, for his constructively critical and
valuable comments from the conception of my thesis to its
realization. I am extremely delighted to be one of his
advisees.
Thanks are due also to Addis Ababa City Government
Education Bureau educational experts, for their
constructive comments on instrument development.
My heart felt and deepest gratitude also goes to the
directors, deputy directors, teachers and students of
Kombolcha Senior Secondary School and Millennium Senior
Secondary School, without their unreserved cooperation the
collection of data could not have been possible.
I would also like to express deep gratitude to my
colleagues for their unreserved encouragements and for
their help in tallying the data and typing the paper.
Finally, I would like to express special thanks to my
father Yimam Mohammed, my mother Kedija Mohammed and my
sister Zahera Yimam for their consistent encouragements.
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List of Abbreviations
EE- Environmental Education
EPA- Environmental Protection Authority
FDRE- Federal Democratic Republic of Ethiopia
IEEP- International Environmental Education Program
MoE-Ministry of Education
NGOs- Non Governmental Organizations
SSS- Senior Secondary Schools
TTI- Teachers Training Institution
UNEP- United Nations Environmental Program
UNESCO- United Nations Educational, Scientific and Cultural
Organization
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Abstract Kombolcha, a town which is found in South Wollo Zone of the
Amhara Regional State is one of the towns in Ethiopia where
factories are concentrated. However, the environmental
implication of the sector is not given due attention in the town.
Because of this, industrial waste pollution is becoming sevier.
Schools have the responsibility of preparing students for
struggle against environmental pollution. The present researcher
fails to get any pertinent research done in Kombolcha on whether
students have adequate awareness and favorable attitude about
industrial waste abatement. To examine the above issue, tests on
industrial waste pollution awareness and attitudes were prepared
and conducted at two senior secondary schools in Kombolcha
(Kombolcha Senior Secondary School and Millennium Senior
Secondary School). The target populations were 350 grade 9 and 10
students, selected using stratified and simple random sampling.
The results suggested that, the majority of the students (66%)
displayed promising awareness about industrial waste pollution
( X =27.76 out of 44). When students achievement scores were
analyzed in terms of school and grade level, statistically
significant difference was obtained (F=14.808, df=348, P<.05) and
(F=4.627, df=348, P<.05) respectively. On the other hand,
comparison of students means squares on the basis of their sex
(F=.491, df= 348, P > .05), religion (F=2.479, df=348, P >.05)
and residence area (F=.019, df=348, P> .05) were found
statistically insignificant. Regarding students’ attitudes
towards industrial waste pollution, students were found neutral
( X =103.26 in the range from 30 to 150). The analysis made
based on school and residence area showed statistically
significant difference (F= 4.784, df=348, P<.05) and (F=8.561, df
=348, P<.05) respectively. However the comparison of mean squares
on the basis of grade level (F= 1.168, df =348, p > .05), sex
(F=2.324, df=348, P>.05) and religion (F=.892, df = 384, p> .05)
were found statistically insignificant. The relationships of
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students’ awareness and attitudes about industrial waste
pollution showed moderate positive relationship (.502). Based on
the findings it is recommended that, schools should carry out
their responsibility by promoting a deeper understanding of the
environment and environmental pollution, and by encouraging
students to demonstrate concern and willingness to protect their
environment from industrial waste pollution.
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CHAPTER ONE
Introduction
1.1 Background
The industrial revolution that started in the nineteenth
century began the development of modern technology. As
Wright (1967) stated, the industrial revolution, however,
significantly increased human ability to contaminate the
environment of which they are parts. Although the factory
system offered untold improvement in human economic
welfare, it also quickened the deterioration of the vital
resources. Industrialization promised to break the chain of
poverty and starvation that had plagued humankind for
centuries; but human economic enhancement was paid for with
a lowering in the quality of natural resources. It has
become apparent that human economic liberation could
jeopardize the most necessary and prized resource. It is
thus argud that “Most of the environmental concerns that
are the focus of current regulatory debates are directly
related to modern industrial development” (Theodore,
1993:105).
The establishment of modern manufacturing in Ethiopia
started towards the end of the 19th century. A number of
factors contributed towards this development, out of which
the installation of the Ethio- Djibouti railway and the
increasing influx of foreign citizens from Armenia, Greece,
Italy and India are cited as the principal ones. The
expansion of manufacturing enterprises in Ethiopia was
based on meeting demand for consumer goods locally.
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However, there are industries like tanneries which export
some semi-finished products to various countries
(EPA,2001).
The development trend of the sector varies significantly
from time to time. For instance, the trend from years
1975/76 to 1992/93 showed a decrease. The number of
industries decreased from 430 in 1975/76 to 402 in 1985/86,
and the reason for this decline is due to inactivity during
the Derg regime. The trend has further declined to 237 in
the year 1992/93, due to the independence of Eritrea by
1991/92, which reduced the number of industries remaining
in Ethiopia. However, since 1993/94 the development trend
has shown a constant increment. The number of industries
increased from 477 in 1993/94 to 741 in 1998. In addition
to this industrial establishment there are about 2731 small
scale industries which are found in different parts of the
country (EPA, 2001).
Industries in Ethiopia are often located in areas, such as
the peripheries of large cities and towns, where the
surrounding population uses untreated water from rivers for
domestic purposes and other uses. Heavy organic pollutants
from food and beverage industries, dyes from textile
industries, plating wastes from metal finishing works, and
toxic effluents from chemical industries discharged in to
surface waters poses a health risk to local communities.
Industrial wastes may also endanger public health by
contaminating irrigated food crops, by contaminating or
killing fish, or by affecting bathing places (Ali, 2002).
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Geographically, the industrial activity in Ethiopia has
shown a pattern of very high concentration in few cities
mainly in the capital Addis Ababa (Ali, 2002). Kombolcha, a
town which is found in south Wollo zone of the Amhara
Regional State, is one of the towns in Ethiopia where
factories are concentrated. The town is also planned by the
Federal Government to be one of the industrial zones in the
country. The expansion and the growth of industries in the
town have great economic significance for the people in the
town and the surroundings in particular and for the country
in general. However, the environmental implication of the
sector is not given due attention in the town. Due to lack
of appropriate treatment plant, most of the industries
discharge their wastes in to the nearby rivers
(Borkena,Worqa and Elehbiye), streams and open drainages,
and dump in open spaces without treatment. This creates a
negative impact on the surrounding ecology.
The underlying value with regard to environment is human-
nature mutualistic symbiosis. Human and nature welbeing are
two sides of the same coin: “The interlinkages between
these two ‘systems’ are at the root of environmental
education” (Regnier, 2003:1).
Realizing the above fact, Ethiopian education and training
policy provides due regard to the environment. The general
objective of Ethiopian education and training policy (1994)
states the need to “bring up citizens who can take care of
and utilize resources wisely….”. Similarly, one of the
specific objectives emphasizes the need “to provide
education that can produce citizens who possess national
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and international out look on the environment, protect
natural resources and historical heritages of the country”.
On top of these, Ethiopia has a comprehensive environmental
policy which defines the goals and strategies in order to
preserve and conserve the ecology of the country (EPA,
1997). And one of the sectorial environmental polices deals
with “Pollution from industrial waste and of hazardous-
materials” (EPA, 1997:15). All these are done presuming
that proper environmental education and policy can possibly
result in better awareness and knowledge of, and favourable
attitudes towards the environment.
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1.2 Statement of the Problem
The seriousness of environmental depletion witnesses that
the relationship between nature and people are getting
wrong. Thus, it seems high time to take urgent actions by
redressing people’s lifestyle. People can experience
sustainable development by acquiring appropriate
environmental knowledge, know how, skills and capacities
(Getaye, 2007). To combat environmental problems, a new
environmental ethics must be established and supported by
citizens at grassroots level with a more respectful
attitude towards acknowledging the links between people,
environment and development (Sytnik et al., 1985).
Students have the potential to create pressure on
industries that release their waste irresponsibly and
pollute the environment. They can also mobilize the society
on the issue. However, students in Kombolcha were not doing
this. This is because there was no conscious attempt to
give students a clear picture of industrial waste pollution
and its related environmental problems. More recently,
however, concerns about industrial waste pollution in
Kombolcha are becoming more and more evident.
Studies reveal that environmental practices stem from
proper knowledge and attitudes (Kaiser et al., 1999). If
appropriate knowledge and attitudes are instilled in
learners and other people, according to humanistic and
integrated models, their actions will, by and large, be
directed towards sustainable development (Getaye, 2007).
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Therefore, it appears high time to examine students’
awareness and attitude about industrial waste pollution in
Kombolcha where industrial waste pollution is becoming
severe. In relation to students awareness and attitude
about environmental issues in general and industrial waste
pollution in particular, the present researcher could not
get any pertinent research report. Lack of available
research and the intensification of industrial waste
pollution in Kombolcha are thus the driving forces to
conduct this research.
1.3 Significance of the Study
Many countries gathered their citizen's views of
environmental issues in general and environmental problems
challenging humanity in particular to take remedial actions
based on the findings. In Ethiopia, this is not the case
though environmental challenges are increasing in the
country from time to time. Industrial waste pollution as
one of the environmental challenges is becoming serious in
the Metropolis and some other towns of the country like
Kombolcha. Thus, the findings of this study may be a good
input for the following bodies.
� Schools- to establish and organize active
environmental clubs which act as agents for the school
community and the surrounding community to protect the
environment from industrial waste pollution;
� Environmental Protection Authorities- to organize and
urge stakeholders towards environmental protection
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activities in Kombolcha;
� Industry Owners-to be concions about the impact of
their industrial waste on the environment and to
minimize waste by installing waste treatment plant;
� Environmental NGOs- to incorporate EE in their program
package and to consider schools as important parteners
for their environmental protection activities;
� Researchers- to conduct a better and in depth study in
the area.
1.4 Objective of the Study
The general objective of this study is to analyze students’
awareness and attitude about industrial waste pollution and
to examine the factors which influence students’ awareness
and attitude about industrial waste pollution. The specific
objectives of this study are:
� To identify students awareness about and attitude
towards industrial waste pollution.
� To examine differences between schools in students’
awareness of and attitudes towards industrial waste
pollution.
� To identify differences in grade level in students’
awareness of and attitudes towards industrial waste
pollution.
� To identify gender differences in students’ awareness
of and attitudes towards industrial waste pollution.
� To examine religious differences in students’
awareness of and attitudes towards industrial waste
pollution.
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� To identify urban –rural differences in students’
awareness of and attitudes towards industrial waste
pollution.
1.5 Basic Research Questions
To achieve the above objectives, the following leading
questions were formulated.
1. How low or high is student’s awareness about and
attitudes towards industrial waste pollution?
2. Is there any difference among schools with respect
to students’ awareness about and attitudes towards
industrial waste pollution?
3. Is there grade level difference among students in
their industrial waste pollution awareness and
attitude?
4. Is there gender difference among students in their
industrial waste pollution awareness and attitude?
5. Is there religious difference among students in
their industrial waste pollution awareness and
attitude?
6. Is there urban-rural difference among students in
their industrial waste pollution awareness and
attitude?
1.6 Scope of the Study
Taking in to account constraints of resource, the study is
delimited to first cycle Senior Secondary School Students
in Kombolcha (Kobolcha Senior Secondary School and
Millennium Senior Secondary School students). Information
was gathered from grade 9 and grade 10 students of the two
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secondary schools by using stratified sampling and simple
random sampling. Thus, due to its limited scope the
generalizations made are proper only to the population of
the two first cycle secondary schools.
1.7 Limitations of the Study
The instruments used to measure respondents’ environmental
awareness and attitude are either partly or wholly adopted
and modified from foreign standard scales, and constructed
by the researcher as there are no locally available
standard scales constructed in the context of Ethiopia.
Besides the data were collected only by one time
observation (only by questionnaire). These constraints may
affect the results of the study.
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CHAPTER TWO
Review of the Related Literature
Guided by the research questions, the theoretical part of
the review tries to highlight what is meant by environment,
pollution, industrial waste pollution and environmental
education. On the other hand, students’ awareness and
attitudes about environmental problems like environmental
pollution and the contributing factors that affect their
awareness and attitudes have been discussed from documents
and research findings. Background information about the
study area has also been presented.
2.1. Overview of Environment,
Environmental Problems, Industrial Waste
Pollution and Environmental Education
2.1.1 The Environment
As Smyth (1995:5) defines, environment is “the totality of
what we live in, natural or constructed, spatial, social
and temporal; an extension of us, its health requiring the
same care as our own health”. The environment is made up of
physical, biological and socio-cultural factors. The
physical factors include water, soil, air and temperature.
Biological factors include plants, animals, microbes, etc.
The socio- cultural factors include customs, traditions,
political systems, etc. The physical and biological
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components make up the natural environment and the latter
forms the human made environment. Within these three
components there is continous interaction; relation and
feed back mechanisms that determine the overall health and
sustainability of each component.
2.1.2 Environmental Problems
Nowaday, no country can remain immune or free from
environmental problems though there is a variation in
nature, magnitude and complexity of the problems (Stapp,
1984). Environmental problems in both developed and
developing world have seriously changed the local,
regional, national and global environment in to worse, even
the worst compared with the previous times (Wolde, 2007).
Brown et al. (2001) cited in Alamirew (2008) argue that
while consequences of ‘over consumerism and life styles’
are the most serious cause of environmental damage in
industrialized nations, poverty is a major cause of
environmental damage in the third world due to population
increase, corrupt and inefficient governments and mainly
the unjust way the global economy functions and the
inappropriate approach to development the rich countries
promoted.
Suthawan (2004:1) explains that several causes of
environmental problems are justified by the so called
“development process”. In this context, developed
countries have set the standard of material comfort to
which the growing populations of the developing countries
of the world are now aspiring. At the same time, those who
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have already become rich by utilizing the world resource
and the environment still never stop trying to acquire
more. With the limits of natural resources and Earth’s
finite carrying capacity, this situation is of global
concern.
Furthermore, Girma (1994) states that a great deal of the
distruction of nature is caused either by ignorance or by
lack of foresight, due to irrational short term
exploitation of resources. From the above, it can be
deduced that for plants and animas as well for the entire
ecosystem, human beings create the greatest danger. Human
actions are responsible for the disequilibrium of the
otherwise stable environment. Some of the environmental
problems that have resulted from human action and over
consumption are the following.
Pollution- refers to contamination of the earth’s
environment (air, water, soil, etc) with materials that
interfere with human health, the quality of life, or the
natural functioning of ecosystems (living organisms and
their physical surroundings). The main contributing agents
are industrial waste, incomplete combustion, etc. (Oskamp,
2000 and Engel, 2007).
Global Warming- refers to an increase in the average
temperature of the atmosphere near the earth’s surface
worldwide. It is caused by the accumulation of certain
gases, called green house gases in the atmosphere. These
gases allow the incoming of solar radiation, which heats
the earth, to pass through easily, but trap some of the
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heat, which is being radiated back from earth into space.
This is known as the green house effect. The most important
green house gas is carbon dioxide. Others are Methane,
Nitrous oxide, Chlorofluorocarbons and Ozone. These gases
are mainly caused by human activity, especially exhaust
emissions from internal combustion engines, coal burning
and industrial processes. The main effects of global
warming are the overall rise in sea level, change in the
present world pattern of winds and rainfall, greater
frequency of weather related extremes such as storms,
floods and droughts (Oskamp, 2000 and Engel, 2007).
Ozone Layer Depletion- refers to the destruction of the
earth’s protective ozone layer. The main threat to the
ozone layer is the presence of chlorofluorocarbons in the
atmosphere. The main effects of ozone layer depletion are
an increase in the occurrence of skin cancers and
cataracts, the damage on primitive life forms, the
deterioration of synthetic materials, etc. (Oskamp, 2000
and Engel, 2007).
Acid Rain- the most damaging pollutants like Sulfur dioxide
from burning of coal and oil, and Nitrogen dioxide from
power stations and cars are carried long distance by wind.
They dissolve in water vapor in the atmosphere and form
acids; this then falls into the ground in the form of rain.
This is known as acid rain. Acid rain runs to streams,
lakes, ponds, seas, etc., dissolving Aluminum from the soil
as it flows. The water becomes too acidic that it kills
organisms in streams. It also kills plants (Engel, 2007).
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2.1.2.1 Pollution
As we have seen, one of the environmental problems that
have resulted from human action and over consumption is
pollution. It can be defined in various ways. Owens
(1996:22) presents a widely accepted definition of
pollution. i.e., it is, “the introduction by human action,
directly or indirectly, of substances or energy to the
environment, resulting in deleterious effects of such a
nature as to endanger human health, harm on living
resources or ecosystems, and impair or interfere with
amenities and other legitimate use of the environment”.
This definition raises some important issues. First it
shows the origin of pollution: it is caused by human
action. Another important point is that pollution is
recognized when damage occures. Environment has some
capacity to absorb and neutralize many substances, so a
distinction is often made between pollution, involving
harmful effects, and contamination, the presence of a
substance in the environment below the damage threshold.
However, this apparently simple distinction is problematic.
In complex ecosystems we do not always know when damage is
being done, and it may not be recognized until it is
irreversible. The distinction between pollution and
contamination is neat in theory, but some times very
difficult to establish in practice.
There are two main categories of polluting materials, or
pollutants. These are biodegradable and non-degradable
pollutants. Biodegradable pollutants are materials, such as
sewage, that rapidly decompose by natural processes. These
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pollutants become a problem when added to the environment
faster than they can decompose. Non-degradable pollutants
are materials that either do not decompose or decompose
slowly in the natural environment. Once contamination
occurs, it is difficult or impossible to remove these
pollutants from the environment.
Dichlorodiphenyltrichloroethane (DDT), Dioxins, and
radioactive materials are examples of non-degradable
pollutants (Engel, 2007).
The source of pollution can be classified as point and
diffuse (non-point) sources. Point source pollution comes
from specific, localized, and identifiable sources, such as
sewage pipelines or industrial and municipal waste water
treatment plants. Non-point source pollution comes from
dispersed or uncontained sources, such as contaminated
water runoff from urban areas or automobile emissions.
The effects of these pollutants may be immediate or
delayed. Primary effects of pollution occur immediately
after contamination occurs. Secondary effects may be
delayed or may persist in the environment into the future,
perhaps going unnoticed for many years (Engel, 2007).
The present increasing emphasis on pollution may create the
impression that there has been a relatively sudden
deterioration of the environment, that was not apparent
twenty or thirty years ago. However, this is not the case.
Dix (1981:3) argues that “pollution must have started at
the time when humams began to use the natural resources of
the environment for their own benefit. As human began to
develop a settled life in small communities, the activities
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of clearing trees, building shelters, cultivating crops,
and preparing and cooking food must have altered the
natural environment. Later, as the human population
increased and become concentrated in to larger communities
which developed craft skills, there were increasing
quantities of human and animal waste and rubbish to be
disposed of”. This shows that in the early days of human
existence the amount of waste was small. It was disposed of
locally and had virtually no effect up on the environment.
Later, when larger human settlements and towns were
established, waste disposal began to cause obvious
pollution of the environment.
Dix (1981) also contends that the most rapid increase in
environmental pollution has taken place during the last 150
years, and it has been attributed to number of
interrelating factors. The exponential type of population
increase was accompanied by the need for more houses,
increased production of manufactured and consumer goods,
increased numbers of road vehicles, and increased
consumption of fossil fuels and resources. All this
increased manufacturing output and energy consumption has
resulted in more and more waste which has to be disposed in
to the environment. The industrial revolution that mainly
occurred in the nineteenth century began the development of
modern technology. Many new and increasingly complex
manufacturing processes and plants were developed, and
these produced increasing amounts of gaseous, solid, and
liquid wastes in to the environment.
The existence of pollution in the environment as a national
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and a world problem was not generally recognized until the
1960s. Today many people regard pollution as a problem that
will not go away but one that could get worse in the
future. It is increasingly being appreciated that the
general effects of pollution produce a deterioration of the
quality of the environment (Dix, 1981). This usually means
that pollution is responsible for dirty streams, rivers and
sea shores, atmospheric contaminations, the despoliation of
the country side, urban dereliction, adulterated food, etc.
Owens (1996:22) explains that “environmental pollution is
amongst the most serious of contemporary problems, not only
because of its immediate social and economic consequences,
but because some forms of pollution disrupt complex
biogeochemical cycles and may ultimately threaten the
survival of the human race itself”.
In general, pollution causes degradation and/or damage to
the natural functioning of the biosphere. i.e., it brings
about damage to:
� Human health caused by specific chemical substances
present in the air, food and water;
� The natural environment which affects vegetation,
animals, crops, soil and water;
� The aesthetic quality of the environment; caused by
smoke, chemical fumes, dust, noise, the dumping of
waste and rubbish, and dereliction.
2.1.2.2 Industrial Waste Pollution
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Industrial pollution is directly linked with industry, in
contrast to other pollution sources. This form of pollution
is one of the leading causes of pollution worldwide. In the
United States, for example, the Environmental Protection
Agency estimates that up to 50% of the nation's pollution
is caused by industry. Because of its size and scope,
industrial pollution is a serious problem for the entire
planet, especially in nations which are rapidly
industrializing (Smith, 2009).
The industrial practice of today are advantageous in that
they result in higher living standards and more convenient
ways to do everyday activities, but the environmental
impacts that result are accepted as a reasonable side
effect (Kaiser et al., 2003).
Wright (1967) on his part describes that industrialization
promised to break the chain of poverty and starvation that
has plagued humankind for centuries; but human economic
enhancement was paid for with a lowering in the quality of
natural resources. It has become apparent that human
economic liberation could jeopardize the most necessary and
praised natural resources.
The industrial expansion of the nineteenth century has
continued in the twentieth century, which has been notable
for the rapid development of many new technologies. These
not only produce waste, but the increasing diversity of
content and potential toxicity increases the problems of
safe waste disposal within the environment (Dix, 1981).
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The development of industries has not been solely
responsible for the increased pollution. They caused more
waste to be produced, but most pollution is caused by the
methods used for its disposal within the environment. Most
pollution is caused by the need to dispose of waste, which
may be defined as any gaseous, solid, or liquid materials
that is discarded because it has no further apparent use
for the owner, industrial processor or manufacturer. Waste
can not be eliminated but must be disposed and contained
within the global environment, and if waste products can
produce harmful effects they are potential pollutants.
Therefore when waste materials are released into the
atmosphere, or dumped on land, or discharged into streams,
rivers or the sea they effectively pollute the environment.
Dix (1981) also contends that the majority of wastes may be
broadly classified into solids or liquids, or a mixture of
these physical states. Liquids are often called effluents,
which means a stream or liquid discharge usually produced
from an industrial process or sewage works. There are
various types of effluents, but basically they consist of a
carrier liquid containing soluble or insoluble chemical
substances. Solid waste products may be described according
to particle size as rubble, gravel, grit, ash, or dust; or
according to their origins as over burden or spoil from
mining operation, or slag or clinker from industrial
processes. The chemical constituents of wastes are loosely
classified into organic or inorganic substances. The term
‘organic’ is used for compounds of carbon, other than its
oxides, metallic carbonates and related compounds. Many
organic waste compounds originate from living organisms,
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but others are manufactured. All other chemical compounds
are described as non organic or inorganic in composition.
Small quantities of so-called biological wastes are
produced by food processing plants. These solid and
effluent wastes are characterized by the presence of micro
organisms and a wide range of complex organic compounds.
The problems of waste involve the quantities, composition
and types of materials produced, and the methods of
disposal within the environment. Gaseous and particulate
matters are emitted into the atmosphere from all types of
domestic, commercial and industrial premises. These wastes
are an increasing source of atmospheric pollution. Solid
wastes are mainly deposited on land, but the subsequent
leaching out of chemical substances from the soil can be
source of water pollution. Liquid wastes may be discharged
in to water courses or directly into coastal and so become
a further source of water pollution (Wright, 1967). In
general, the literature shows clearly that most wastes are
deposited on, or buried in land, or discharged into water
bodies.
As Dix (1981) describes wastes are produced from eight
broad sectors, according to the type of producers or
industry from which the solid and liquid waste originates.
These are:
Domestic sector- Domestic premises produce solid and liquid
wastes. These ranges from worn-out furniture, equipment and
cars, gardening waste and dustbin refuse; to sewage
containing excreta, grease, washing water, and detergents.
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Commercial and Retail Trade Sector- These premises produce
mainly solids which are restricted to paper, board, and
plastics, together with obsolete furniture and equipment.
Industrial Manufacturing Sector- This waste is in the form
of solids, liquid effluents, and slurries containing a
range of organic and in organic chemicals. Industrial
processes are continually changing as new and modified
technologies are developed. Consequently; products, plant
and premises may become obsolete and worn out, so causing
waste disposal and dereliction problems. Also many
industrial processes use water for cooling purposes and
this can produce thermal pollution, if heated cooling water
is released into streams, rivers and lakes.
Construction Industry Sector- Mainly solid waste is
produced consisting of brick, stone, mortar and cement
rubble, wood, glass, metals, and plastics, as well as
obsolete electrical and plumbing equipment and materials.
This waste comes from four main types of operations
involving building new premises, adaptation and
modernization of existing premises, the demolition of
buildings for land clearance or development, and new road
construction.
Extractive Industry Sector- This industry carries out
various mining and quarrying operations involved in the
extraction of coal, rock, slate, sand, metallic ores and
clay. The waste consists of unusable solid spoil material,
and liquid slurry from the washing and grading of the
extracted materials.
Agricultural Sector- Organic wastes are produced from farms
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in the form of manure slurries, silage effluent, and dairy
washings.
Food Processing Industry Sector-This Sector includes the
production of meat and dairy products, deep frozen and
canned foods, and the processing of liquid and dried food
derivatives, ranging from fruit preserves to flour, drinks,
and beverages. Wastes range from unusable meat, vegetable
and fruit material, to processing water containing organic
chemicals such as fats, proteins, and pesticides.
Nuclear Industry and Power Sector- This industrial sector
produces cooling water; and solid, effluent and slurry
wastes that are radioactive for periods of time ranging
from a few days to thousands of years.
2.1.2.3 Industrial Waste Pollution in Ethiopia
2.1.2.4 The State of Industrial Pollution
From the total number of manufacturing establishments in
Ethiopia, more than 60% are linked to the four dominating
manufacturing sub sectors, namely; food, textile, beverage
and leather. Geographically, industries are often located
in areas, such as the peripheries of large cities and
towns, where the surrounding population uses untreated
water from rivers for drinking, bathing, laundering,
livestock watering and irrigation (Ali, 2002).
Although the industrial sector is said to be at its infant
stage in country, the few that are in and around the urban
centers are releasing untreated effluent/discharge into
29
the streams and other water bodies (Hailu, 2000). For
instance; the textile, tannery, brewery, food processing,
steel products and other industries are polluting the
environment of the Borkena River and its tributaries in
Kombolcha.
There are no comprehensive data on resource use in waste
management, but studies have confirmed that the majority of
industries in the county are simply discharging their
effluent into nearby water bodies and open spaces without
any form of treatment. For instance, Gelan (2003:10)
reported that “about 90% of industries in Ethiopia are
simply discharging their effluent into nearby water bodies,
streams and open land without any form of treatment”. In
the 2000 to 2002 wastewater facilities master plan project
study, it was reported that out of 70 factories, 56 (80%)
were dumping their untreated effluent into nearby
watercourses and urban streams. In 1997, EPA conducted a
survey on the kinds of waste generated by industries and
the number of factories with treatment plant. Out of the 40
industries that responded to the questionnaires only 3
(about 8%) of them have some form of pretreatment (Gelan,
2003).
Dupont (2000) suggested that traditionally, environmental
protection efforts have emphasized control of pollution
after it has been generated, end of pipe management.
Although this approach may, in many circumstances, be
effective in protecting human health and the environment,
this method of waste management has certain disadvantages.
Specifically, this type of pollution control does not
30
always solve the problem of pollution: rather, it often
transfers pollution from one medium to another, resulting
in no environmental benefit. In addition, management of
waste after it is generated requires investment in
pollution control equipment and expenditures of materials
and energy that would not be required if the waste was not
generated. As a result, currently the approach is shifting
from waste management to pollution prevention and waste
minimizing (preventative environmental practice), which is
also referred to as cleaner production.
The cleaner production concept in Ethiopia mainly
concentrates on large-scale industries (Ali, 2002).
However, there are about 2,731 small scale industries
existing in the country (EPA, 2002). Waste generating from
these establishments may cause a significant impact on the
environment.
Ali (2002) argues that sizeable cities in developing
countries typically host thousands of small manufacturers
engaged in pollution intensive activities such as
automobile repair shops, gas stations, paint shops, food
processing and metal working. Collectively, these firms,
which are often located in poor densely populated
neighborhoods, can have devastating environmental impacts.
Nevertheless, pollution control efforts in developing
counties have generally focused on large industrial
sources. This shows that waste minimization effort in small
scale industries is lacking in Ethiopia.
2.1.2.5 Legislation to Protect the Environment
31
Ethiopia has different levels of policy and legislative
framework that cover different aspects of environmental
management. The 1995 Constitution of Ethiopia considers
major environmental objectives that promote the full
participation of all citizens in the management and
protection of the environment, which enables public
participation and cooperation thereby ensuring
environmental problems to be tackled at the source.
The government of Ethiopia has established an Environment
Protection Authority by Proclamation No 9/1995. The
Authority coordinates environmental protection issues at
federal level. The objective of the Authority is to ensure
that all matters pertaining to the country’s social and
economic activities are carried out in a manner that will
look after the welfare of human beings as well as
sustainably protect, develop and vitalize the resource
bases on which they depend for survival. The coordination
mechanisms implemented at federal level are replicated at
the regional level (EPA, 2001).
The Environment Policy of Ethiopia was formulated and
approved by the government in April 1997. The overall
policy goal is “to improve and enhance the health and
quality of life of all Ethiopians and to promote
sustainable social and economic development through the
sound management and use of natural, human made and
cultural resources, and the environment as a whole so as to
meet the needs of the present generations without
compromising the ability of future generations to meet
their own needs” (EPA, 1997:3).
32
One of the sectoral environmental policies under the
Environmental Policy of Ethiopia is related to Pollution
from Industrial Waste and of Hazardous Materials (EPA,
1997). Some of the statements under this sectoral policy
are the following among others.
� To adhere to the precautionary principle of minimizing
and where possible preventing discharges of
substances, biological materials or their fragments
from industrial plants and personal or communal
appliances or any other external sources that could be
harmful, and to disallow the discharge when they are
likely to be hazardous;
33
� To adopt the “polluter pays” principle while endorsing
the precautionary principle since pollution is likely
to occur, and ensure that polluting enterprises and
municipalities and Wereda councils provide their own
appropriate pollution control facilities;
� To review and develop guidelines for waste disposal,
public and industrial hygiene and techniques to enable
the cost-effective implementation of defined standards
of control, and to issue regulations to enforce them;
� To establish a system for monitoring compliance with
land, air and water pollution control standards and
regulations, the handling and storage of hazardous and
dangerous materials, mining operations, public and
industrial hygiene, waste disposal, and water quality;
� To maintain regular environmental audits to ensure the
adoption of environmentally sound practices in all
public and private development activities including
industrial operations.
Based on the policy, a number of proclamations and
supporting regulation were made for the protection of the
environment. This includes the following.
� Environmental Impact Assessment Proclamation (Proc
# 299/2002)- which requires all licensing agencies
to ensure that EPA or the respective regional
environmental agency has authorized their
implementations prior to issuing any type of
licence for projects (Tesfaye, 2008).
34
� Environmental Pollution Control Proclamation (Proc
# 300/2002)- which contains general provisions on
pollution control, environmental standards, powers
and duties of environmental inspectors and
penalties (Tesfaye, 2008).
� Industrial Pollution Prevention Control Regulation
Proclamation (Proc # 159/2001)- which contains
requirements to prevent or reduce pollution,
restrictions or discharging industrial release,
enabling measures to prevent or reduce pollution,
compliance and enforcement (Tesfaye, 2008).
� Investment Proclamation (Proc # 37/1996)- which
requires the appropriate investment organization to
look into, among other things, the compliance of
investment application with condition set by
environmental protection laws before issuing
investment permits (EPA, 2001).
On the basis of Environmental pollution control
proclamation (Proc # 300/2002), the Ethiopian Environmental
Protection Authority has also prepared industrial effluent
standards. These standards are adapted from developing
countries which have similar socio-economic status, such as
Nigeria and India. The standard has two parts: the first
part is applicable for existing industries whereas the
second is used when setting new industries (Tesfaye, 2008).
Tailor-made standards and enforceable regulations are
necessary to protect the environment from uncontrolled
industrial waste discharge. However, failure to implement
standards and regulations may create more harms than having
35
no standards and regulations, because they create an
attitude of indifference to wards regulations among the
industries. That is why many industries in Kombolcha
discharge their waste dirctly to the near by streams and
rivers and open areas.
2.1.4 Education and Environmental Problems
Since environmental problems can not be solved only by
scientific measures, administrative action and
technological compensation, Environmental Education is
necessary to deal with the polluters of environment. It is
inevitable that this type of education will combine natural
and human dimensions, that is, it will make people aware of
interrelationships between human and natural environment
(Schleicher, 1989).
According to Designer (1983) cited in Alamirew (2008) the
term ‘Environmental Education’ appeared for the first time
in 1948 at the meeting of the International Union of the
Conservation of Nature and Natural Resource. However, it
found its base in 1970 in Nevada workshop, in Stockholm
Conference in 1972, Belgrade Charter in 1975 and in Tbilisi
Conference in 1977 (Tilburg, 1994; Filho,1996) cited in
Dalelo (2006). Accordingly, EE was defined for the first
time in Nevada and the need of it was identified in
Stockholm. In the Belgrade Charter, IEEP announced the
goals and key characteristics of EE. Meanwhile, the Tbilisi
Conference recommended how EE can be implemented in the
formal and non formal education.
36
Based on its guiding principles recommended in the Tbilisi
Conference, EE, should examine major environmental issues
at local, national and global levels to give students
insights into environmental conditions; focus on current
and potential environmental situations and international
cooperation in the prevention and solution of environmental
problems; enable learners to have a role in planning their
learning experiences and provide an opportunity for making
decisions and accepting their consequences; help learners
to discover the symptoms and real causes of environmental
problems; help learners to develop critical thinking and
problem-solving skills; and utilize diverse educational
approaches (education about, in and for the environment) to
learning – teaching with stress on practical activities and
first-hand experiences on environment (UNESCO-UNEP, 1994;
Dalelo, 2006).
Furthermore, the Tbilisi Conference has pointed out that
the goals of EE are to foster clear awareness of, and
concern about the interdependence between the physical,
biological and socio-cultural components of the
environment; to provide every person with opportunities to
acquire the knowledge, values, attitudes, commitment and
skills needed to protect and improve the environment; and
to create new patterns of behavior of individuals, groups,
and society as a whole to wards the environment (UNESCO-
UNEP, 1994).
In general, the objectives of EE in relation to promoting
sustainable development comprise the following issues.
37
� Awareness – to create an overall understanding of the
impacts and effects of behaviors and lifestyles on
both the local and global environments, and on the
short-term and long-term;
� Knowledge – to help individuals, groups and societies
gain a variety of experiences in, and a basic
understanding of, the environment and its associated
problems;
� Attitudes - to help individuals and social groups
acquire a set of values and feelings of concern for
the environment and the motivation for actively
participating in environmental improvement and
protection;
� Skills – to help individuals, groups and societies
acquire the action competence or skills of
environmental citizenship in order to be able to
identify and anticipate environmental problems and
work with others to resolve, minimize and prevent
them;
� Participation – to provide individuals and social
groups with an opportunity to be actively involved at
all levels in working towards environmental problems
(UNESCO-UNEP, 1977; UNESCO-UNEP, 1989).
The main objective of the new Educational and Training
Policy of Ethiopia is to bring up citizens who can take
care of and utilize resources; produce citizens who possess
national and international outlook on the environment,
protect natural resources and historical heritage of the
38
country and property appropriately (MoE,1994).
Furthermore, Environmental Education and Awareness is one
of the cross-sectoral policies of the Ethiopian
Environmental Policy (EPA, 1997). Among others, some of the
statements under this cross-sectoral policy are the
following.
� To promote the teaching of EE on a multi-disciplinary
basis and to integrate it into the ongoing curricula
of schools and colleges and not treat it as a separate
or additional subject, though this should also be done
at the tertiary level;
� To target the public, particularly those involved in
public and private sector activities that have
significant environmental impacts, for environmental
education and awareness programmes;
� To formulate environmental awareness programmes in
such a way as to make them address specific
environmental problems of particular localities in
view of the extreme variability of environmental
conditions and problems in Ethiopia.
2.1.4.1 Environmental Awareness
As Rao and Reddy (2003) define, environmental awareness
refers to the acquisition of experiences and
internalization of overall understanding regarding the
environment and its related problems.
To be aware about the environment, citizens and students
39
should have an understanding about the physical processes
that shape the patterns of the earth’s surface; the
characteristics and spatial distribution of ecosystems on
earth’s surface; how human actions modify the physical
environment and how physical systems affect human systems
(Roth, 1991).
Research findings show that level of environmental
awareness is related to level of education. Well educated
people give due regard to the environment than their lower
educated counterparts (Arcury, 1990). This shows that
environmental awareness plays a great role in promoting
environmentalism.
2.1.4.2 Environmental Attitude
Attitude is a learned predisposition to respond
consistently in a favorable or unfavorable manner with
respect to a given object (Plesting, 1997) cited in Getaye
(2007). When we think about attitudes towards environmental
issues, we often assume that these attitudes fall along a
continuum from low (not concerned) to high (very
concerned). Thus, high (positive) attitudes promote the
well being of the environment while low (negative)
attitudes facilitate the deterioration of nature.
Studies indicated that education is a key variable on
environmental attitudes. And most researchers agreed that
highly educated individuals always have pro-environment
values than less educated individuals (Arcury and
Christianson, 1993).
2.2. Research Findings on Students’
40
Awareness and Attitudes about
Environmental Problems
2.2.1 Awareness and Attitudes
A number of studies were conducted in developed countries
to test student’s awareness about and attitudes towards
environmental issues in general and environmental problems
challenging humanity in particular. However, survey reports
from developing countries on the state of student’s
awareness and attitudes towards the environment and
environmental problems were extremely limited (Dalelo,
2006).
If students are aware about industrial waste pollution, and
develop concern and positive attitude towards their
environment, they can contribute a lot to the abatement of
industrial waste pollution by positively influencing the
community and creating pressure on polluters. However, as
Dalelo (2006) states, most findings on primary and
secondary school student’s knowledge about and attitudes
towards certain environmental issues indicated that
students, in general, have poor, very general, and
uncritical knowledge and attitudes that cannot be rated as
promising.
In Ethiopia, few studies were carried out in relation to
environment and Environmental Education. A survey was
carried out on university learners and academic staff’s
environmental knowledge, attitudes, intention and behavior
by Getaye (2007). According to the study result, students
41
fail to answer half of the items. With regard to attitudes,
students’ attitude was neutral. i.e.; subjects fail to
demonstrate favorable attitudes towards the environment.
Wolde (2007) assessed student’s knowledge and attitudes
towards their environment. In his finding, once again
students were found to have low environmental
understanding. Regarding their attitudes, they were found
to have inappropriate views.
An investigation regarding the integration of Environmental
Education into social studies courses in some selected
Teacher Training Institutes (T.T.Is) of Ethiopia was
conducted by Girma (1994). In his finding, contrary to the
cases discussed so far, the majority of the trainees had a
mastery of environmental knowledge. Similarly, with regard
to the attitudes, the vast majority of the trainees showed
very high concern about environmental problems in
particular and the environment in general. In addition, a
survey that was carried out in some selected Ethiopian
senior secondary school students revealed that students
were familiar with environmental issues. They also
expressed favourable attitude towards the environment
(Futa, 1998).
To identity the relationship between environmental
knowledge and attitude many studies were conducted. The
studies reveal the existence of positive relationships
having differences in strength across studies. For
instance, Roth and Perez (1989) reported that a good
background in environmental knowledge could eventually lead
42
to the development of positive attitudes towards the
environment. Kaiser et al. (1999) on their part explain
that environmental attitude emanates from environmental
knowledge. Knowledge is the precondition for attitude. And
attitude expresses one’s concern towards environment. This
shows that there is positive relationship between
environmental knowledge and attitude.
2.2.2 Factors Influencing Environmental
Awareness and Attitude
Several studies were carried out on factors which could
influence students’ knowledge, attitude and behavior
towards environmental issues. Almost all of the studies
have tried to explain the pattern of knowledge acquisition,
attitude development and change and/or development of
behavior against some independent variables like students
age, grade level, gender, religion, residence background
(rural/ urban), source of information, and school
curricular background and instructional mode.
2.2.2.1 Age
Age is one of the independent variables producing
contradictory reports. Sobel (1993) describes that
childhood is a critical period in the development of the
self and in the individual’s relationship to the natural
world. Arcury (1990) also states that in relation to
attitude, younger persons exhibit favorable attitude than
older people towards environment. On the other hand, Ostman
and Parker (1987) found no relationship between age and any
of the dependent variables tested.
43
2.2.2.2 Grade level
Grade level seemed to have a weak effect on students’
environmental knowledge and attitude in some cases and very
strong and significant in others (Dalelo, 2006). Brody
(1994) found consistent students’ environmental knowledge
over grade levels. On the other hand, Dalelo (2001) found
that students at senior schools have a better awareness
than those at junior schools.
2.2.2.3 Gender
There is more argument among researchers about the
relationship between environmental knowledge and attitude,
and gender (Dalelo, 2001). For instance, Davidson and
Freudenburg (1996) and Arcury (1990) came up with
conflicting findings. Davidson and Freudenburg (1996) found
that females are more concerned about the environment than
males. On the other hand, Arcury (1990) found that females
are less concerned about the environment than males. Wolde
(2007) and Dalelo (2001) also found that male students have
better awareness than female students about environmental
issues. Alaimo and Doran (1978) found on the other hand, no
relationship between sex and students’ environmental value.
2.2.2.4 Religion
Studies investigated to see whether religious affiliation
has impact on environmentalism. According to Cowtan (2006),
Chritians are more concerned about environment than non
Christians. Getaye (2007), on the other hand, found no
significant difference in students’ environmental knowledge
and attitude due to their religious affiliations.
44
2.2.2.5 Place of Residence
Rural and urban students were compared by Leftridge and
James (1980) interms of environmental perception.
Accordingly, rural students were found to be more
perceptive than urban students. Getaye (2007) also found
that rural students have better knowledge than urban
students. Butter and Flinn (1978), on the other hand, found
that urban students were more concerned than rural students
about environmental problems. A finding by Wolde (2007)
appears to be different: he found no relationship between
residence area and students’ environmental knowledge and
attitudes.
2.3 Background of the Study Site
2.3.1 Location
Kombolcha town is found in the South Wollo Zone of the
Amhara Regional State. The town is a Wereda (sub
provincial) level administrative unit of the state
government. It’s astronomical (absolute) location is
11˚04'45.62" N and 39˚ 43'30.29"E (see Appendix I and II) .
Like many other Ethiopian towns, Kombolcha is a road side
town. According to legend, it’s earliest residents used to
call it “Biraro”. However, “Kombolcha” is an oromipha word
which literally means thorny tree. It’s establishment
begins with the invasion of Fascist Italian forces in
1936. The Fascist administration had established a
construction camp in Kombolcha for the high ways it was
building from Asmara and Port of Asab to Addis Ababa,
45
making it the converging point of three highways: Tigray,
Addis Ababa and Djibuti.
The town lies at 375 Kilometres from Addis Ababa; 505
Kilometres from the State capital Bahir Dar, 25 Kilometres
from the zonal capital Dessie, Kilometres from Tigray State
capital Mekele, 203 Kilometres from Afar State capital
Semera, and 530 Kilometres from port Djibouti, all of them
connected by an international class asphalt road. Up on the
completion of the ongoing road construction project to
Eastern Gojjam (a strategic linkage with North Central and
North Eastern Ethiopia), the town shall have a total of
four outgoing land routes (Ketema, 2007).
2.3.2 Geography and Climate
The town is built on a plain table land surrounded by tall
mountains where mount Yegof towers as the highest point.
Mount Yegof is covered with a thick forest of Acacia
abyssinica, Juniperus procera, Prunus africana, and other
indigenous plants. Mount Yegof is a reserved site and
houses Colobus Monkey, Antelope, Gazelle, and Bird species
among others (see Appendix II). The town’s main feature is
marked by Borekena river, which cuts through it in the
middle flowing from north to south direction. Borkena is
fed by Berbere Wonz, Worqa, Elehbiye and several other
tributaries flowing down from the surrounding highlands.
Kombolcha has an average elevation of 1,900 meters above
sea level, where its narrow and deep valley plain has
given it a hot and semi-humid weather. The town is
registering an average maximum temperature that is
46
increasing every year. The town’s annual average maximum
temperature and annual average minimum temperature are
26.50c and 14. 50c respectively. The annual average rainfall
amount is 1038.1 mm (Ketema, 2007).
2.3.3 Population
Kombolcha is the melting pot of northern Ethiopian culture
and society. Sitting on a mid-way between Christian
highlanders to its west, Muslim lowlanders to its east, and
Cheffa Oromo and Argoba to its south; the town is the
proximate center of Amhara, Afar, Oromo and Argoba people.
The town covers an area of 2,184 hectares of land with five
urban and six rural kebeles. The total population size is
117,447; i.e., 81,642 in urban and 35,805 in rural kebeles
(Ketema, 2007).
2.3.4 Education
In Kombolcha there are 13 kindergartens, 26 primary
schools, 2 first cycle secondary schools and 1 preparatory
school. In addition, Kombocha Agricultural Technical
Vocational Education and Training College, Kombolcha
College of Industrial Technology and Wollo University are
found in the town.
47
2.3.5 Industry
Kombolcha is one of the towns in Ethiopia where factories
are concentrated. The town is also planned by the Federal
Government to be one of the industrial zones in the
country. Among others, the following are the largest
industries in the town.
Kombolcha Textile Share Company- The factory is a state
owned enterprice. It specializes in the manufacturing of
high quality cotton products- Bed sheets, Towels,
Curtains, Poplin, Kaki, and others.
Kombolcha Tannery Share Company -It was a state owned
tanning factory, which is now privatized. It processes and
exports hides and skins of finished and semi finshed
products.
Kombolcha Food Processing Plant -It was orgainally a state
enterprise but now purchased by ELFORA, one of MIDROC
Ethiopian’s sister companies. It is a meat packing
establishment.
Kombolcha Steel Products Industry (KOSPI) - It is one of
MIDROC Ethiopia investment outlets in the town. It produces
iron sheets for housing and ware houses, nails, woven
wires, window and door frames, railings, and several steel
products.
BGI Ethiopia- The French investment outlet had purchased
the famed St.George Beer Factory in Addis Ababa from the
government in a privatization scheme. It has also built a
48
brewery plant in Kombolcha that produces three brand beers
of different tastes.
2.3.6 Industry and Environment
The expansion and growth of industries in the town has
great economic significance for the people in the town and
its surroundings in particular and for the country in
general. However, the environmental implication of the
sector is not given due attention in the town. Due to lack
of appropriate treatment plant, most of the industries
discharge their wastes into the nearby rivers
(Borkena,Worqa and Elehbiye), streams and open drainages,
and dump in open spaces without treatment. This creates a
negative impact on the surrounding ecology (see Appendix
II).
Among the largest industries, only Kombolcha Textile
Industry has a waste treatment plant. It is also certified
with ISO – 14001 Environmental Management in 2005 and ISO
9001-2001 quality standard whose status shall be renewed
every two years by forign auditors (Ketema, 2007).
49
CHAPTER THREE
Research Design and Methodology
In this chapter, the description of the population of the
study, the procedures employed in the development of the
data collection instruments, administration and scoring,
and methods of data analysis are presented.
3.1 Methodological Approaches
Analysing the level of students awareness and attitudes
about industrial waste pollution and examining differences
in scores on industrial waste pollution awareness and
attitudes by school, grade level, sex, religion and
residence area are the purposes of this study. Quantitative
research methodology was employed with the assumption that
this methodology can help to describe better the existing
awareness and attitudes of a population by studying the
sample.
3.2 Target Population
All governments’ first cycle Senior Secondary School
students (Grade 9 and Grade 10 students) in Kombolcha were
the target population for the study.
3.3 Sampling Techniques and Distribution
In Kombolcha, there are two governmental secondary schools,
namely Kombolcha Senior Secondary School and Millennium
Senior Secondary School. The total number of the two first
50
cycle Senior Secondary School students (Grade 9 and Grade
10 students) is 3509, i.e.,1756 in Kombolcha Senior
Secondary School and 1748 in Millennium Senior Secondary
School. The subjects were selected from each school based
on the total number of students. And from 3504 students of
both secondary schools 350 subjects were selected using
stratified sampling on the bases of grade level and gender.
The distribution of respondents is summarized by schools,
grade level and gender as follows.
Table 3.1: Distribution of Survey Participants by School,
Grade Level and Gender
N=3504
S=350 Proportion=0.1
School Grade Level Gender
School
Name
Total
Numbe
r of
Stude
nts
Sampl
e
size
Grade
Total
Number
of
Studen
ts
Sampl
e
size
Sex
Total
Numbe
r of
Stude
nts
Sampl
e
size
Male 582 58 Grade
9 1115 111 Femal
e 533 53
Male 343 34
Kombolch
a SSS
1756
175 Grade
10 641 64 Femal
e 298 30
Male 584 58 Grade
9 1110 111 Femal
e 526 53
Male 379 38
Millenni
um SSS
1748
175 Grade
10 638 64 Femal
e 259 26
Total 3504 350 3504 350 3504 350
51
3.4 Variables of the Study
In this study, five independent and two dependent variables
were identified for testing.
3.4.1 Independent Variables
The independent variables that are presumed to cause
changes in the level of students industrial waste pollution
awareness and attitudes in this study are: school, grade
level, sex, religion and residence area.
3.4.2 Dependent Variables
The dependent variables in the study whose magnitude and
strength are supposed to be influeced by the independent
variable are students’ awareness and attitudes about
industrial waste pollution.
3.5 Data Sources and Methods of Acquisition
In the study, both primary and secondary data sources were
utilized to address the formulated objectives. Secondary
data were collected from books, journals, on-line sources
and unpublished documents. Tests were used as a primary
data gathering instruments. Tests on industrial waste
pollution were developed giving due regard to Ethiopian
context.
The test (questionnaire) consists of four sections. The
cover page of the questionnaire had information on the
52
purpose of the study emphasizing that responses will have
no negative impact. In the first section of the main body
of the questionnaire, participants were asked to fill
their personal data: school name, age, sex, grade level,
religion and residence area (Kebele).
In the second section of the questionnaire students were
asked to what degree different sources of information
contribute to what they currently know about industrial
waste pollution using four possible alternatives (1= not at
all, 2= a little, 3= quite a bit, 4= very much ). Eight
possible sources of information were presented.
The third part consisted of awareness test. To investigate
student’s awareness about industrial waste pollution 33
multiple-choice items were developed. The items were
sampled systematically from three content-dependent sub
domains (i.e., eleven items from each sub domain); types
and causes of industrial waste pollution, consequences of
industrial waste pollution, and cures of industrial waste
pollution. Besides, 11 key industrial pollution related
concepts were included. Each item was given one point.
Thus, the knowledge aspect is evaluated out of 44. The
lowest possible total score is Zero and the highest score
is 44.
The last part of the questionnaire presented attitude
scale. To identify students’ attitude towards industrial
waste pollution, 30 items were developed. The 30 items were
drawn from two content dependent sub domains; 14 items
focused on the impact of industry on environment, whereas
16 items focused on protection of the environment from
53
industrial waste pollution. The items were presented in a
five point Likert type response format (i.e., strongly
agree, agree, don't know, disagree, strongly disagree).
Twenty of the items communicate definite favorability,
while the remaining ones convey definite unfavorability. In
scoring favorable items, the choices were weighted from
strongly agree to strongly disagree, having scores of 5, 4,
3, 2, 1. On the other hand, unfavorable items were weighted
by reversing the above values (from strongly disagree to
strongly agree having scores 1, 2, 3, 4 and 5). By doing
so, the scores of the the 30 items were added to produce an
individuals attitude scores. The possible total scores on
the attitude part range from 30 to 150 inclusive.
3.6 Procedures of Instrument Development
For the present researcher, it was difficult to get
standard tests to measure students’ awareness and attitudes
about industrial waste pollution in Ethiopian context.
Because of this the researcher was forced to construct
items himself based on the review of related literature,
his personal experience and adaptation of other works.
Initially, 55 cognitive and 40 affective items were either
constructed by the researcher or partly adopted from other
works (Frank, 1995; Girma, 1994; Wolde, 2007 and Getaye,
2007).
After the preparation of the instrument in such a way, it
was given to experts of Environmental Science at Addis
54
Ababa University, and Measurement and Evaluation at Addis
Ababa City Administration Education Bereau to comment on
construction, relevance and approperateness of each item.
RIO (1990) cited in Dalelo (2001:24) explained that “the
most direct evidence of content validity is obtained from
examination of the test itself by a competent judge”. The
experts forwared their comments and rated each item into
highly (3), moderately (2) and poorly (1) appropriate to
the issue under consideration. After such rigorous review
by experts, 44 cognitive and 30 affective items which got a
mean rating score of 2.0 and above were selected. The
remaining items which got a mean rating score 1.9 and
below were eliminated. Then after the questionnaire was
translated into Amharic. The translation was made by the
researcher and TEFL graduate students at Addis Ababa
University.
3.7 Administration of the Instruments
The administration of the instrument took place at the end
of October, 2009. It was administered by the researcher
with the assistance of school directors, unit leaders and
teachers. The questionnaires were distributed during the
regular class hours. Before completing the questionnaire a
brief orientation was given to the students about the
purpose of the study, and they were advised to respond
honestly and not to miss any item. No time limit was fixed
for the test. Nevertheless, the test took one hour to one
and half hour for completion. All the circulated
questionnaires were filled and returned. Therefore 350
filled questionnaires were ready for data analysis.
55
3.8 Method of Data Analysis
To compute and analyze the collected data different
statistical methods are used. Percentages are used to
summarize the background information to show acceptable and
unacceptable performances, and to indicate favorable and
unfavorable attitudes. To identify the student’s average
scores with respect to each variable to be measured and to
determine the extent of the desperssion of scores; and to
find out any difference between groups of students (school,
grade level, sex, religion and residence area) mean and
standard deviations were calculated. Analysis of variance
(ANOVA) was used to determine whether there is a
statistically significant difference between groups of
students (school, grade level, sex, religion and residence
area) regarding awareness and attitudes towards industrial
waste pollution. Alpha value of 0.05 was used for all
significance tests carried out in this study.
56
CHAPTER FOUR
Presentation of Results
In this chapter analysis, interpretations and discussions
of findings regarding students’ awareness and attitudes
about industrial waste pollution are presented.
4.1 Sources of Information about Industrial
Waste Pollution
To raise students’ awareness and attitudes about industrial
waste pollution, it is necessary to know the right medium.
In this survey, as shown in Table 4.1, school education
system is the major source of information ( X = 3.22)
followed by Radio ( X = 3.04) and Television ( X = 2.97)
respectively. On the other hand, Internet ( X = 1.92) and
News paper ( X = 2.32) are relatively minor sources of
information.
Table 4.1: The Contribution of Different Sources of
Information
No.
Sources of Information
Mean
Standard
Deviation
1 School education system 3.22 0.884
2 Radio 3.04 0.944
3 Television 2.97 1.052
4 Self experience,
observation
2.89 0.887
5 Parents and friends 2.84 0.872
57
6 Journals 2.40 0.906
7 News paper 2.32 0.971
8 Internet 1.92 1.077
58
4.2 Student’s Awareness about Industrial
Waste Pollution
One of the main purposes of the study was to determine
student’s awareness about industrial waste pollution. For
this purpose an awareness test was prepared and
administered. Students are expected to correctly answer
half of the questions (50%). From the total items, a
correct answer to 22 items is set as the minimum criterion
for the mastery of awareness about industrial waste
pollution. Students scoring below the minimum criterion are
considered as deficient with regard to the mastery of
awareness about industrial waste pollution. Results of the
test are summarized in Table 4.2.
Table 4.2: Awareness Test Results with Respect to
Performance Standard at 50% Correct Level
Acceptable
performance
Unacceptable
performance
Sub Populations
N
F % F %
Kombolcha SSS 175 125 71.4 50 28.6
Millennium SSS 175 106 60.6 69 39.4
School
Total 350 231 66.0 119 34.0
Grade 9 222 139 62.2 84 37.8
Grade 10 128 93 72.7 35 27.3
Grade
Level Total
350 231 66.0 119 34.0
Male 188 127 67.6 61 32.4
Female 162 104 64.2 58 35.8
Sex
Total
350 231 66.0 119 34.0
Muslim 188 116 61.7 72 38.3
Christians 162 115 71.0 47 29.0
Religio
n Total
350 231 66.0 119 34.0
Urban 238 156 65.5 82 34.5
Rural 112 75 67.0 37 33.0
Residen
ce Area Total
350 231 66.0 119 34.0
59
SSS= Senior Secondary School N = Sample size
F=Frequency
Table 4.2 illustrates that 231 (66%) of the sample
students’ have met the criterion (above 50%). Meaning that
they have passed the awareness test. On the other hand, 119
(34%) of the sample students’ got scores below the
criterion (below 50%) and considered to have failed the
awareness test.
When we consider students’ performance level based on
school, grade level, sex, religion and residence area as
shown on table 4.2; there are some differences between the
comparison groups: Komblcha Senior Secondary School
students 125 (71.4%) and Millennium Senior Secondary School
students 106 (60.6%); grade 9 students 139 (62.2%) and
grade 10 students 93 (72.7%); Male students 127 (67.6%) and
Female students 104 (64.2%); Muslim students 116 (61.7%)
and Christian students 115 (71%), and Urban students 156
(65.5%) and Rural students 75 (66%).
In general, the majority of the students appeared to have
promising understanding about industrial waste pollution.
However, there are variations among sub groups (school,
grade level, sex, religion and residence area) in their
performance level. To summarise the characteristics and
distribution of the scores of students in each school,
grade level, sex, religion and residence area mean and
standard deviation were computed (table 4.3).
60
Table 4.3: Means and Standard Deviations of Awareness Test
Scores
Sub population by N Total
Weight
Mean Standard
Deviatio
n
Kombolcha SSS 175 44 29.20 7.27
Millennium SSS 175 44 26.33 6.68
School Total 350 44 27.76 7.12
Grade 9 222 44 27.14 7.19
Grade 10 128 44 28.84 6.89
Grade
Level
Total 350 44 27.76 7.12
Male 188 44 28.01 7.23
Female 162 44 27.48 7.00
Sex Total 350 44 27.76 7.12
Muslim 188 44 27.21 7.22
Christian 162 44 28.41 6.97
Religion
Total 350 44 27.76 7.12
Urban 238 44 27.73 7.34
Rural 112 44 27.84 6.66
Residenc
e Area Total 350 44 27.76 7.12
As shown in Table 4.3, the average achievement score of
students out of 44 is 27.76. It means that students were
able to answer correctly above half of the items (63%).
This is a promising score indicating that students have
proper awareness about industrial waste pollution. The
table also shows some level of differences among groups
(school, grade level, sex, religion and residence area) in
student’s industrial waste pollution awareness.
Among schools, the mean scores of Kombolcha Senior
Secondary School and Millennium Senior Secondary School
61
students are 29.20 and 26.33 respectively; i.e., Kombolcha
Senior Secondary School students appeared to have higher
test scores. Based on grade level, grade 10 students
appeared to have higher test scores ( X =28.84) than grade 9
students ( X =27.14).
Standard deviations enable us to estimate how well or
poorly the means represented the distributions of the test
scores. The greater the variability the greater the
distribution’s dispersion. As Table 4.3 shows, there is
greater despersion of test scores in Kombolcha Senior
Secondary School students than in Millennium Sinior
Secondary School students. Scores desperssion seems to be
slightly greater in grade 9 students than in grade 10
students.
The mean score differences among the rest of the groups
seems to be lower; i.e., Male students ( X =28.01) and
Female students ( X =27.76), Muslim students ( X =27.21) and
Christian students ( X =28.41), and Urban students ( X =27.73)
and Rural students ( X =27.84). Score despersion is also
almost similar in these groups.
However, it is not fair to rely fully upon these
statistical calculations to show differences among groups.
Because, the differences of the mean scores among groups
might be due to errors in sampling. Extreme scores may also
affect the mean. Therefore, analysis of variance (ANOVA)
was carried out to examine whether the obtained difference
62
between the means is likely to have resulted from chance
(Table 4.4).
63
4.2.1 School and Students’ Awareness
Table 4.4: ANOVA Summary of Awareness Test by School
Variabl
e
Source SS df MS
F Fcri
t
Sig
Awarene
ss
Between
groups
Within
groups
Total
722
.883
16988.4
34
17711.3
17
1
348
349
722.8
83
48.81
7
14.8
08
3.8
4
.00
P< 0.05
Note: SS= Sum of Squares MS= Mean of Squares
df= degree of freedom
F= F ratio Fcrit=
Critical Value Sig. =Significance Level
As we can see from ANOVA summary Table 4.4, school brought
a statistically significant difference on students’
industrial waste pollution awareness ( F = 14.808, df= 348,
P< .05). This reveals that the difference between the means
of the two schools regarding awareness test is not a
reflection of sampling error. Rather the table shows that
there is a statistically significant difference between the
mean test scores of Kombolcha Senior Secondary School and
Millennium Senior Secondary School students.
Kombolcha Senior Secondary School students relatively
appeared to be in good position in their awareness as
compared with Millennium Senior Secondary School students.
This might be due to different factors. For instance,
64
Kombolcha Senior Secondary School is the older secondary
school in the town (established in 1969 E.C.) as compared
with Millennium Senior Secondary School (established in
2000 E.C.). This age difference might have its own effect
on the overall teaching and learning process (teaching
strategy) of the two schools. Moreover, around Kombolcha
Senior Secondary School there are five big factories
(Textile, Tannery, ELFORA, BGI and KOSPI). Because of this
students of the shool have relatively better chance to
observe the impact of industrial waste on the environment
than Millennium Senior Secondary School students.
4.2.2 Grade Level and Students’ Awareness
Table 4.5: ANOVA Summary of Awareness Test by Grade Level
Variabl
e
Source SS df MS
F Fcri
t
Sig.
Awarene
ss
Between
groups
Within
groups
Total
232
.375
17478.9
42
17711.3
17
1
348
349
232.3
75
50.22
7
4.62
7
3.8
4
.032
P< 0.05
Note: SS= Sum of Squares MS= Mean of Squares
df= degree of freedom
F= F ratio Fcrit=
Critical Value Sig. =Significance Level
The awareness test mean scores of grade 9 and grade 10
students are 27.14 and 28.14 respectively. As shown in the
ANOVA summary Table 4.5, the mean score difference is also
65
statistically significant (F=4.627, df=348, P< .05). In
other words, grade level also brought statistically
significant difference on students’ awareness about
industrial waste pollution. Hence grade 10 students outdid
grade 9 students interms of awareness about industrial
waste pollution. The finding has thus indicated an increase
in students’ awareness about issues related to industrial
waste pollution with increasing level of education.
66
4.2.3 Sex and Students’ Awareness
Table 4.6: ANOVA Summary of Awareness Test by Sex
Variable Source SS df MS F Fcrit Sig.
Awareness
Between
groups
Within
groups
Total
24 .937
17686.380
17711.317
1
348
349
24.937
50.823
.491 3.84 .484
P< 0.05
Note: SS= Sum of Squares MS= Mean of Squares
df= degree of freedom
F= F ratio Fcrit=
Critical Value Sig. =Significance Level
The awareness test mean scores of male and female students
are 28.01 and 27.48 respectively. However, statistically
significant difference is not observed in the ANOVA summary
as Table 4.6 shows (F= .491, df=348, P> .05). In
otherwords, difference in students’ mean scores of
awareness test about industrial waste pollution is not
statistically significant as a result of their sex. The
finding has thus indicated that there is no relationship
between sex and students’ awarenes about industrial waste
pollution.
4.2.4 Religion and Students’ Awareness
Table 4.7: ANOVA Summary of Awareness Test by Religion
67
Variabl Source SS df MS F Fcri Sig.
Awarene
ss
Between
groups
Within
groups
Total
125.296
17586.0
21
177.317
1
348
349
125.2
96
50.53
5
2.47
9
3.8
4
.116
P< 0.05
Mean scores of Muslim and Christian students in the
awareness test are 27.21 and 28.41 respectively. As shown
the ANOVA summery in Table 4.8, variation in students’ mean
scores of awareness about industrial waste pollution
(F=2.479, df= 348, F>.05) is not statistically significant
as a result of their religions affiliation. It means that
students’ awareness about industrial waste pollution is not
affected by religious affiliation.
4.2.5 Residence Area and Students’ awareness
Table 4.8: ANOVA Summary of Awareness Test by Residence
Variabl Source SS df MS F Fcrit Sig.
Awarene
ss
Between
groups
Within
groups
Total
.962
17710.3
55
17711.3
17
1
34
8
34
9
.
962
50.8
92
.019 3.84 .891
P< 0.05
The ANOVA summery (Table 4.8) shows the comparison of
students’ awareness mean scores on the bases of their
residence area (F=.019, df=348, p>.05). The finding showed
no statistically significant difference among the mean
68
scores of students in their awareness about industrial
pollution due to their difference in the area of residence.
In otherwords, residence area difference has no effect on
students’ awareness about industrial waste pollution.
4.3 Student’s Attitudes towards Industrial
Waste Pollution
Having a certain amount of awareness on a subject does not
necessarily ensure its translation into practice. The
person should have an internal inclination or interest to
do or practice what he knows. Alaimo and Doran (1980) cited
in Girma (1994) argued that, having awareness alone will
not significantly change attitudes and values. Thus, in
this study the researcher has also attempted to examine
students’ attitude towards industrial waste pollution.
Table 4.9: Students’ Attitudes towards the Impact of
Industry on Environment
Attitudes
Favorable Unfavorable N
Stateme
nts
f
and
% 5 4
Tota
l
Neutr
al
(3) 2 1
Tota
l
f 134 105 239 32 28 41 79
E1 %
38.
3
30.
0
68.3 9.1 10.9 11.7 22.6
f 94 91 185 57 78 30 108
E2 %
26.
9
26.
0
52.9 16.3 22.3 8.6 30.9
35
0
E3 f 230 84 314 18 9 9 18
69
%
65.
7
24.
0
89.7 5.1 2.6 2.6 5.1
f 110 110 220 49 43 38 81
E4 %
31.
4
31.
4
62.9 14.0 12.3 10.9 23.1
f 47 57 104 72 93 81 174
E5 %
13.
4
16.
3
29.7 20.6 26.6 23.1 49.7
f 110 108 218 67 38 27 65
E6 %
31.
4
30.
9
62.3 19.1 10.9 7.7 18.6
f 129 119 248 39 41 22 63
E7 %
36.
9
34.
0
70.9 11.1 11.7 6.3 18.0
f 99 104 203 52 64 31 95
E8 %
28.
3
29.
7
58.0 14.9 18.3 8.9 27.1
f 152 112 264 45 25 16 41
E9 %
43.
4
32.
0
75.4 12.9 7.1 4.6 11.7
f 45 28 73 41 67 169 236
E10 %
12.
9
8.0 20.9 11.7 19.1 48.3 67.4
f 132 92 224 72 32 22 54
E11 %
37.
7
26.
3
64 20.6 9.1 6.3 15.4
f 132 86 218 59 41 32 73
E12 %
37.
7
24.
6
62.3 16.9 11.7 9.1 20.9
35
0
E13 F 144 123 267 42 21 20 41
70
%
41.
1
35.
1
76.3 12.0 6.0 5.7 11.7
f 116 79 195 48 55 52 107
E14 %
33.
1
22.
6
55.7 13.7 15.7 14.9 30.6
Note: 5 = Strongly Agree 4= Agree
3= Neutral
2= Disagree
1= Strongly Disagree
71
Box 4.1: Items focused on the Impact of Industry on Environment
E1. Mankind was created to use the natural resources in any way he
wishes.
E2. Even though industry has a serious impact on environment, it
should be human leading economic activity. E3. Care of the environment is a prerequisite for growth.
E4. Humans must live in harmony with nature in order to live better
life.
E5. The Industrial growth of any country is at the expense of the
environmental degradation.
E6. It is quite possible to have rapid industrial development without
environmental pollution.
E7. Industry is a significant contributor to environmental pollution.
E8. Nowaday, industrial waste pollution is the leading environmental
problem in Kombolcha.
E9. Ethiopia should concentrate on industrial growth even if it means
damage to the environment.
E10. Rivers and streams are common property resources. Therefore,
industry owners have the right to discharge their industry
waste directly to the near by rivers and streams.
E11. Nowadays, rivers and streams in Kombolcha are becoming open
sewers for industries.
E12. I believe that environmental illiteracy is the major factor for
industrial waste pollution in Kombolcha.
E13. If the state of industrial pollution in Kombolcha continues on
its present course, the town will experience major
ecological catastrophes.
E14. Industrial waste pollution is not a serious problem in Kombolcha
at this time. Therefore no need to worry about it.
As shown in Table 4.9, students’ attitudes towards the
impact of industry on environment seems to have no clear
direction. For instance, 62.9% of the students agreed that
humans must live in harmony with nature in order to live
72
better life and 89.7% of them agreed that care for
environment is pre-requite for sustainable development.
Moreover, 70.9% of the students agreed that industry is a
significant contributor to environmental pollution and
75.4% of them opposed to the statement that says “Ethiopia
should concentrate on industrial growth even if it means
damage to the environment”. All these indicate that
students have a feeling that people should use the natural
resources properly and conserve the natural environment for
their sustainable development and better life. On the other
hand, only 29.7% of the students agreed that the industrial
growth of any country is at the expense of environmental
degradation, 62.3% of the students agreed the possibility
to have rapid industrial development without environmental
pollution and 30% of them agreed that even though industry
has a serious impact on environment it should be human
leading economic activity. Above all, 67.4% of the students
agreed to the statement that says “rivers and streams are
common property resources. Therefore, industry owners have
the right to discharge their industrial waste directly to
the near by rivers and streams”.
When we see students’ attitudes towards the state and
degree of industrial waste pollution in Kombolcha, 58% of
the students agreed to the statement that industrial waste
pollution is the leading environmental problem in Kombolcha
and 64% of them agreed that nowadays rivers and streams in
Kombolcha are becoming open sewers for industries.
Moreover, 76.3% of the students agreed to the statement
that says “if the state of industrial pollution in
Kombolcha continues on its present course, the town will
experience major ecological catastrophe”. All these show
73
that students have felt the severity of industrial waste
pollution in Kombolcha. On the otherhand, 30.6% of the
students agreed that industrial waste pollution is not a
serious problem in Kombolcha at this time.
74
Table 4.10 :Students’ Attitudes to wards Protecting their
Environment from Industrial Waste Pollution
Attitudes
Favorable Unfavorable
N
Stateme
nts
f
and
% 5 4 Total
Neutr
al
(3) 2 1
Tota
l
f 84 66 150 92 78 30 108
P1 %
24.0 18.
9
42.9 26.3 22.
3
8.6 30.9
f 75 68 143 76 82 49 131 P2
% 21.4 19.
4
40.9 21.7 23.
4
14.
0
37.4
f 92 94 186 82 50 32 82
P3 %
26.3 26.
9
53.1 23.4 14.
3
9.1 23.4
f 123 105 228 61 35 26 61
P4 %
35.1 30.
0
65.1 17.4 10.
0
7.4 17.4
f 100 79 179 39 70 62 132
P5 %
28.6 22.
6
51.1 11.1 20.
0
17.
7
37.7
f 86 59 145 53 70 82 152
P6 %
24.6 16.
9
41.4 15.1 20.
0
23.
4
43.4
f 102 115 217 60 38 35 73
P7 %
29.1 32.
9
62.0 17.1 10.
9
10.
0
20.9
35
0
P8 f 59 79 138 60 76 76 152
75
%
16.9 22.
6
39.4 17.1 21.
7
21.
7
43.4
f 92 89 181 49 59 61 120
P9 %
26.3 25.
4
51.7 14.0 16.
9
17.
4
34.3
f 169 102 271 37 23 19 42
E10 %
48.3 29.
1
77.4 10.6 6.6 5.4 12.0
f 105 82 187 80 53 30 83
P11 %
30.0 23.
4
53.4 22.9 15.
1
8.6 23.7
f 268 47 317 20 7 8 15
P12 %
76.6 13.
4
90.6 5.7 2.0 2.3 4.3
f 167 105 272 47 16 15 31
P13 %
47.7 30.
0
77.7 13.4 4.6 4.3 8.9
f 183 110 293 28 17 12 29
P14 %
52.3 31.
4
83.7 8.0 4.9 3.4 8.3
F 115 95 210 52 32 56 88
P15 %
32.9 27.
1
60.0 14.9 9.1 16.
0
25.1
f 79 76 155 72 63 60 123
P16 %
22.6 21.
7
44.3 20.6 18.
0
17.
1
35.1
Note: 5 = Strongly Agree 4= Agree
3= Neutral
2= Disagree
1= Strongly Disagree
76
Box 4.2: Items related to environmental protection
P1. The government of Ethiopia should not give license for industry
owners if their plants have serious impact on our environment.
P2. There should be limit to growth beyond which industries in
Kombolcha can not expand.
P3. Unrealistic standards and non-enforceable regulations of
industrial pollution controls may create more harms than having
no standards and regulations.
P4. Inability to apply pollution controlling systems and regulations
is a major factor of industrial pollution in kombolcha.
P5. Science and technology can overcome any environmental problem.
P6. As to me it is impossible to control industrial waste pollution.
P7. As to me the participation of the people and Non Governmental
Environmental Organizations in environmental protection
activities in Kombolcha town is very weak.
P8. All people in Kombolcha are not responsible for environmental
problems resulted from industrial waste.
P9. The protection of the environment from industrial pollution is
government’s responsibility.
P10. I believe that we, students, can play an important role in
protecting our environment form industrial pollution.
P11. As to me the Environmental Protection Office of Kombolcha Wereda
is not active in leading and administering environmental
protection activities in the town.
P12. It is everybody’s responsibility to take action against
industrial waste pollution.
P13. As to me the government should punish industries that discharge
their waste directly into the nearby rivers and streams.
P14. I believe that Environmental Education is a cure for our
environmental problems.
P15. I do not think that environmental problems can be solved through
education.
P16. As to me our school Environmental Club is not active in
protecting the environment from industrial waste
pollution.
77
Table 4.10 illustrates that students did not have clear
opinion with regard to protection of the environment. For
instance, on one hand, 40.9% of the students agreed that
there should be limit to growth beyond which industries in
Kombolcha can not be expanded, 42.9% of the students agreed
to the statement that says “the government of Ethiopia
should not give license for industry owners if their plants
have serious impact on environment” and 90.6% of them
believed that taking action against industrial waste
pollution is everybody’s responsibility. Above all, 83.7%
of the students agreed that Environmental Education is a
cure for our environmental problems and 77.4% of them
belevied that students can play an important role in
protecting the environment from industrial waste pollution.
On the other hand, 34.3% of the students believed that the
protection of the environment from industrial pollution is
government’s responsibility. What is more, 43.4% of the
students agreed that controling industrial waste pollution
is impossible, and 25.1% of them did not belive that
environmental problems can be solved through education. All
the above shows us students’ attitudes to protect their
environment from industrial waste pollution appear to be
superficial.
In genral, based on the analysis made using percentage
(Tables 4. 9 and 4.10) the researcher found no strong
evidence to say the students have favorable or unfavorable
attitude towards industrial waste pollution abatement.
Therefore, the researcher made further analysis into the
information gathered.
78
79
Table 4.11: Means and Standard Devations of Attitude Test
Scores
Sub population N
Total
weigh
t
Sum
of
scor
es
Mean
Standar
d
deviati
on
Kombolcha
SSS
175 150 1830
4
104.5
9
10.509
Millennium
SSS
175 150 1783
7
101.9
3
12.250 School
Total 350 150 3614
1
103.2
6
11.475
Grade 9 222 150 2281
2
102.7
6
11.330
Grade 10 128 150 1332
9
104.1
3
11.715 Grade
Level
Total 350 150 3614
1
103.3
6
11.475
Male 188 150 1925
0
102.3
9
11.922
Female 162 150 1689
1
104.2
7
10.883 Sex
Total 350 150 3614
1
103.2
6
11.475
Muslim 188 150 1951
4
103.8
0
11.265
Christan 162 150 1662
7
102.6
4
11.718 Religion
Total 350 150 3614
1
103.2
6
11.475
80
Urban 238 150 2428
6
102.0
4
11.027
Rural 112 150 1185
5
105.8
5
12.017 Residence
area
Total 350 150 3614
1
103.2
6
11.475
The total number of items used to evaluate students’
attitudes towards industrial waste pollution were 30. This
makes one hundred fifty (150) the maximum possible score,
indicating the most favorable response. On the other hand,
a score of 30 shows the most unfavorable attitude. In
between the extremes, a score of 90 notifies a neutral
attitude. Besides, scores equal to or greater than 130 are
considered as very encouraging and scores less than 50 as
very discouraging.
Table 4.11 illustrates the means and standard deviations
of attitude scores of students by sub population; that is,
by school, grade level, sex, religion and residence area.
As we can see from the table, the total mean score is
103.26 in the range from 30 to 150 and the standard
deviation is 11.475. The total mean score ( X = 103.26) shows
average position which fall around the middle of the scores
(around 90). It is thus evident that students’ attitude
towards industrial waste pollution abatement is not clearly
favourable. It is rather neutral.
The mean score of Kombolcha Senior Secondary School
students ( X = 104.59) is greater than that of Millennium
81
Senior Secondary School Students ( X = 101.93) and the
dispersion of scores seems to be greater in the latter. In
the case of grade level, the mean score of grade 10
students ( X =104.13) is greater than the mean score of grade
9 students( X =102.76) and the dispersion of scores is almost
similar. The mean score of female students (X=104.27) is
grater than male students ( X =102.39) and scores dispersion
seems to be slightly greater in male students than female
students. In the case of religious affiliation, the mean
score of muslim students ( X =103.80) is slightly greater
than that of Christian students ( X =102.64) and the standard
deviations are almost similar. Finally, the mean score of
rural students ( X =105.85) is greater than the mean score of
urban students ( X =102.04) and the dispersion of scores is
slightly greater in rural students.
In summary, the mean scores of the sub populations seem to
revolve around the total mean (103.26), indicating neither
favorable nor unfavorable attitude. To identify whether
there is a statistically significant attitude difference
between Kombolcha Senior Secondary School and Millennium
Senior Secondary School, grade nine and ten, male and
female, Muslims and Christians, and urban and rural
students towards industrial waste pollution; the researcher
made analysis of variance (ANOVA).
4.3.1 School and Students’ Attitudes
Table 4.12: ANOVA Summary of Attitude Scale by School
Variable Source SS df Ms F Fcrit Sig
82
Attitude
Between
groups
Within
groups
Total
623.111
45330.229
45953.340
1
348
349
623.111
130.259
4.784 3.84 .029
P< 0.05
Note: SS= Sum of Squares MS= Mean of Squares
df= degree of freedom
F= F ratio Fcrit=
Critical Value Sig. =Significance Level
The attitude mean scores of Kombolcha and Millennium
Senior Secondary School Students towards industrial waste
pollution are 104.59 and 101.93 respectively. As ANOVA
Table 4.12 shows, the difference between the mean scores of
the two schools in not a reflection of sampling error.
Rather the table shows that there is a statistically
significant difference between the mean attitude scores of
the two schools (F= 4.784, df= 348, p < .05).
Kombolcha Senior Secondary School Students relatively
appeared to be in a good position in their attitude as
compaired with Millennium Senior Secondary School students.
The actual teaching learning processes (teaching
strategies) of the schools and the students’ real life
experiences might be the factors for the differences.
83
4.3.2 Grade Level and Students’ Attitudes
Table 4.13: ANOVA Summary Attitude Scale by Grade level .
Variable Source SS df Ms F Fcrit Sig
Attitude
Between
groups
Within
groups
Total
153.733
45799.607
45953.340
1
348
349
153.733
131.608
1.168 3.84 .281
P<0.05
Note: SS= Sum of Squares MS= Mean of Squares
df= degree of freedom
F= F ratio Fcrit=
Critical Value Sig. =Significance Level
The attitude mean scores of grade 9 and grade 10 students
towards industrial waste pollution are 102.76 and 104.13.
As can be seen in Table 4.13, the mean scores did not show
statistically significant differences (F= 1.168, df =348,
P> .05). In otherwords, students’ attitude towards
industrial waste abatement did not appear to be more
favourable with increasing grade level. Therefore, the
differences observed among grade levels might be due to
high or low scores, or sampling errors.
4.3.3 Sex and Students’ Attitudes
Table 4.14: ANOVA Summary of Attitude Scale by Sex
84
Variable Source SS df MS F Fcrit Sig
Attitude
Between
groups
Within
groups
Total
304.881
45648.459
45953.340
1
348
349
304.881
131.174
2.324 3.84 .128
P<0.05
The attitude mean scores of male and female students
towards industrial waste pollution are 102.39 and 104.27
respectively. Table 4.14 depicts the comparison of attitude
mean scores on the bases of students sex. The finding showd
no statistically significant difference among the mean
scores of students in their attitudes towards industrial
waste pollution due to their sex (F= 2.324, df= 348, P>
.05). It means that sex has no effect on students’ attitude
towards industrial waste abatment. Therefore, the
differences observed among male and female students also
might be due to high or low scores, or sampling errors.
4.3.4. Religion and Students’ Attitudes
Table 4.15: ANOVA Summary of Attitude Scale by Religion
Variable Source SS df Mf F Fcrit Sig
Attitude
Between
groups
Within
groups
Total
117.509
45835.831
45953.340
1
348
349
117.509
131.712
.892 3.48 .346
P<0.05
85
Note: SS= Sum of Squares MS= Mean of Squares
df= degree of freedom
F= F ratio Fcrit=
Critical Value Sig. =Significance Level
The attitude mean scores of Muslism and Christian students
towards industrial waste pollution are 103.80 and 102.64
respectively. However as shown on Table 4.14, the variation
in their mean scores of attitude (F= .892, df= 348, P>.05)
is not statically significant. In other words, attitudes
towards industrial waste abatement is not affected by
religious affiliation.
86
4.3.5 Residence Area and Students’ Attitudes
Table 4.16: ANOVA Summary of Attitude Scale by Residence
Area
Variable Source SS df MS F Fcrit Sig
Attitude
Between
groups
Within
groups
Total
1103.341
44849.999
45953.340
1
348
349
1103.341
128.879
8.561 3.48 .004
P<0.05
Note: SS= Sum of Squares MS= Mean of Squares
df= degree of freedom
F= F ratio Fcrit=
Critical Value Sig. =Significance Level
The attitude mean scores of urban students and rural
students are 102.04 and 105.85 respectively. As can be seen
fromthe comparison of the mean scores of urban and rural
students on table 4.16, the calculated value ( F=8.561) is
greater than the table value ( Fcrit=3.48). In other words,
the difference is statistically significant (F= 8.561), df=
348, P< .05).
Rural students relatively appeared in a good position in
their attitude towards industrial waste pollution as
compare with urban students. The difference might be due to
different factors. For instance, rural students came from
areas where polluted river water is used for drinking,
laundering, livestock watering and irrigation. This direct
87
exposure of rural students to the problem (pollution) might
have its own impact on their attitude towards industrial
waste abatement.
88
4.4 Bivariate Correlation of Students’
Awareness and Attitudes
Table 4.17: Bivariate Correlation of Students’ Awareness
and Attitudes
Variables Awareness Attitudes
Awareness 1.00
Attitudes .502** 1.00
**. Correlation is significant at the 0.01 level (2-
tailed).
Table 4.17 show the bivariate correlation of students’
awareness and attitudes. The correlation showed anticipated
pattern; that is, the correlation between students’
awareness and attitudes about industrial waste pollution
in the present study is found to be statistically
significant. It exhibited moderate positive relationship
(r= .502).
89
CHAPTER FIVE
Discussions
5.1 Students’ Awareness and Attitudes
The objective of environmental education is to change
individuals’ attitude towards an ecologically friendly
direction. Many studies were conducted to identify the
relationship between environmental knowledge and attitude,
and on the factors which influence knowledge and attitudes.
However, the findings seem to be inconsistent.
When we examine the results of the present research, the
average awareness score of students is 27.76 out of 44.
This score informs that students were able to answer
correctly above half of the items (63%). This is a
promising result indicating that students have proper
awareness about industrial waste pollution. However,
dissimilar result has been reported by Wolde (2007) who
analyzed data of grade nine and ten students on their
environmental knowledge.
In the case of attitude scale, the students mean score is
103.26 in the range from 30 to 150. This figure shows
average position which fall around the middle of the scores
(around 90). It is thus evident that students attitudes
towards industrial waste pollution abatement is neutral. In
other words, students failed to demonstrate clearly
favorable attitude towards industrial waste pollution
abatement. This result indicates that the affective domain
is not properly treated in the curricular materials, and in
90
the actual teaching and learning processes of the shools.
Similar research finding has been reported by Wolde (2007)
who analyzed data of grade nine and ten students on their
environmental knowledge.
5.2 Factors Affecting Students’ Awareness
and Attitudes
5.2.1 School
In this study, statistically significant differences were
observed between Komblcha Senior Secondary School and
Millennium Senior Secondary School students interms of
both awareness and attitudes towards industrial waste
pollution. Both in awareness and attitudes Kombolcha Senior
Secondary School students achieved better results than
Millennium Secondary school students. It indicates that
Kombolcha Senior Secondary School has better students
centred with environmental education for and in the
environment. Though this finding is not inline with the
finding of Wolde (2007), and no direct study made on
comparison of the teaching strategy in the two schools, the
former shool students shows better understanding about
industrial waste pollution and attitude towards industrial
waste pollution abatement.
5.2.2 Grade level
Grade level is one of the independent variables found to
have a weak effect on student’s environmental knowledge and
attitude in many studies. Nevertheless, the finding of this
study showed that, as a result of students’ grade level
difference, statistically significant difference is
91
observed in awareness. Here grade ten students achieved
better than grade nine students. This is obvious because
students have better maturity and more environemental
education knowledge as they go up in grade level. Similar
findings have been reported by Dalelo (2001) and Wolde
(2007) who analyzed data of grade nine and ten students on
their environmental knowledge. However, Brody (1994) had
results showing that students’ knowledge on ecological
crises is consistent with increasing grade level. Regarding
attitude scale, no statistically significant difference was
observed between the two grade levels. This might be due to
different reasons. For instance, their narrow knowledge and
experience gap between the two grade levels might
contribute to no significant attitudinal difference. The
attitude scale result strengthened the findings of Wolde
(2007) and Dalelo (2001).
5.2.3 Sex
The present study makes it clear that there is no
significant difference in student’s awareness and attitude
about industrial waste pollution due to their sex
difference. Similar results have been reported by Alaimo
and Doran (1978). However, Arcury (1990), Davidson and
Freudensburg (1996), Aklilu (2001) and Damtew (2007) had
results showing that boys had slightly better awareness and
attitudes than girls.
5.2.4. Religion
Due to students' religious affiliations, statistically
significant difference is not shown for industrial waste
pollution awareness and attitudes in the present study. In
92
other words, religious affiliation had no effect on
students’ awareness and attitude about industrial waste
pollution. Getaye (2007) had also reported similar result.
However, Cowtan (2002) had a finding showing that
Christians had better awareness and attitudes about their
environment than non Christians.
5.2.5. Residence
As a result of students' residence area difference,
statistically significant difference is not shown for
industrial waste pollution awareness. Similar research
result had also reported by Wolde (2007). However, Getaye
(2007) had a result showing that rural students had better
awareness than urban students about environmental issues.
Regarding attitude, statistically significant difference is
observed between urban and rural students. Rural students
had more favourable attitude. This might be due to the
proximity of rural students to the direct impact of
industrial waste pollution as a result of their
agricultural livelihood. Butter and Flinn (1978) had
reported similar results showing that rural students had
more favourable attitude towards their environment than
urban students.
5.3 Correlation of Students’ Awareness and
Attitudes
Several studies found significant relationships especially
between environmental knowledge and attitudes (Ramsey and
Rickson, 1976; Stamm and Bowes, 1972; Melaku, 1994;
Atlabachew, 2007). Ramsey and Rickson (1976) suggested that
93
there is a ‘circularity’ between knowledge and attitudes in
that one does not cause the other. Instead, it seems that
some knowledge may lead to an initial formation of
attitudes which inturn, may lead to further gains in
knowledge. The correlation between students’ awareness and
attitudes about industrial waste pollution in the present
study appeared to be in line with those results reported by
the above mentioned authors. In otherwords, moderate
positive relationship is found between students’ awareness
and attitudes about industrial waste pollution. It
indicates that students who have high level of awareness
about industrial waste pollution are likely to have more
fevourable attitude towards industrial waste abatement or
the vice versa.
94
CHAPTER SIX
Summary, Conclusions and
Recommendations
6.1 Summary and conclusions
This study was planned to analyze students' level of
awareness and attitude about industrial waste pollution and
to examine the factors which influence students' awareness
and attitude about industrial waste pollution. To realize
the objectives, six research questions were formulated.
Literature related to environmental problems, industrial
waste pollution and environmental education, and research
findings were reviewed. Awareness test and attitude scale
were prepared and employed to collect data from the sample
students. The students were selected using stratified
sampling on the basis of school, grade level and sex from
Kombolcha Senior Secondary School and Millennium Senior
Secondary School. The size of the sample was 350.
To analyze the collected data, descriptive statistics like
percentage, mean and standard deviation and parametric
statistics like one-way ANOVA were used. The result of the
analysis revealed the following findings.
1. School education systems followed by radio and
television respectively contributed most to students’
knowledge about industrial waste pollution.
95
2. The majority of the sample students awareness about
industrial waste pollution is encouraging. With regard
to attitude, their inclination towards industrial
waste pollution is not clearly favorable. It is rather
neutral.
3. Compared to Millennium Senior Secondary School
students, Kombolcha Senior Secondary School students
showed better performance regarding industrial waste
pollution awareness and attitude.
4. Grade ten students performed better in awareness test
than grade nine students. Regarding attitude, there
was no statistically significant difference based on
grade level.
5. The effect of sex and religion on students’ awareness
and attitude about industrial pollution was found to
be insignificant.
6. No significant difference was found, as a result of
students’ residence area difference, in awareness
about industrial waste pollution. However,
statistically significant difference was found between
urban and rural students in their attitudes towards
industrial waste pollution.
7. The relationship between students’ awareness and
attitude about industrial waste pollution was found to
be significant with moderately positive relationship.
96
6.2 Recommendations
Based on the findings of the study, the following
recommendations are forwarded.
1. Schools have a lot to contribute not only to the
protection of the environment in general but also to
the abatement of environmental problems like
industrial waste pollution. The present study reveals
that eventhough students have encouraging awareness
about industrial waste pollution they do not posses
favorable attitude towards their environment.
Therefore, schools should carry out their
responsibility by promoting a deeper understanding of
the environment and environmental pollution, and by
encouraging their students to move to action for
realization of concern and willingness.
2. Schools should establish and organize active
environmental clubs which acts as agents for the
school and the surrounding community with regard to
information dissemination and protection of the
environment from industrial waste pollution.
3. Non Governmental Organizations working on
environmental protection activities in the region
should consider using schools as important parteners
for their activities.
4. During curriculum revision, serious environmental
issues and problems like industrial waste pollution
97
should be prioritized and integrated in to different
subjects from local, national and global dimentions.
5. As one of the environmental problems, industrial waste
pollution is becoming serious in Kombolcha. This
problem cannot be solved by certain groups of people
unless people from all walks of life have deep
understanding, and involving in various decision
making processes and environmental protection
activities. Hence, there is a need in Kombolcha to
ensure that every body is aware about industrial waste
pollution and needs to have concern and willingness to
protect their environment from pollution.
6. Among the big factories in Kombolcha only one factory
(Kombolcha Textile Industry) has a waste treatment
plant. Other factories should follow the good work of
Kombolcha Textile Industry by having waste treatment
plant.
7. Inability to apply pollution controlling systems and
regulations is a major factor for industrial waste
pollution in Kombolcha. Hence, as a legal regulatory
body the Kombolcha Wereda Environmental Protection
Office should work hard to implement pollution
controlling systems and regulations.
98
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Appendix
N.B A careful Amharic translation was presented and given
to students. The Amharic version of the questionnaire is
not attached here.
Masters Degree Thesis on
104
Secondary School Students Awareness and Attitudes about Industrial Waste Pollution in Kombolcha, South Wollo Zone of the
Amhara Regional State.
A questionnaire to be filled by
‘Kombolcha Senior Secondary School’ and ‘Millennium Senior Secondary
School’ Grade 9 and 10 students
Dear student:
The main objective of this questionnaire is to examine
students’ level of awareness and attitude about industrial
waste pollution. This survey is not part of the regular
curriculum for your class and participation will not affect
your result /mark. The trust worthiness of the study is
based up on the accuracy of the information you provide. I
assure you that your answers are completely confidential.
No need of writing your name.
Thank you for your participation!
October 2002 E.C
Addis Ababa
105
Part One
Personal data
School name………………………..
Age…………………………………
Sex…………………………………
Grade level………………………
Religion………………………….
Residence (Kebele)………………
Note: Kombolcha town/Wereda administration has five Urban
and six Rural Kebeles. Kebele 01, 02, 03, 04 and 05
are urban; whereas, Kebele 06, 07, 08, 09, 10, and 11
are rural.
Urban- is a settlement where there are better
facilities (transportation, electricity, piped water
and other social facilities) and the residents’
livelihood is non agriculture.
Rural- is a countryside where there is no modern
transportation means, electricity, piped water and
other social facilities, and peoples’ livelihood is
mainly agriculture.
Kebele- is the lowest level administration in the
Ethiopian government structure.
Christians: Students who follow the Orthodox,
Protestant or Catholic faith.
106
General Instruction
This questionnaire has three parts (sources of information
about industrial waste pollution, awareness about
industrial waste pollution and attitudes towards industrial
waste pollution). Each part is different so please read the
instructions carefully before starting each question.
Part Two
Sources of information about industrial waste
pollution
To what degree do these different sources help you to know
about industrial waste pollution? Tick (� ) the following
possible sources of information using the following keys.
4= very much 3= quite a bite 2= a little
1= not at all
No Source of information 4 3 2 1
1 Self experience, observation
2 Parents and friends
3. School education system
4 Radio
5 Television
6 Internet
7 Newspaper
8 Journal
107
Part Three
Section A: Awareness about industrial waste
pollution
This section of the survey is designed to determine level
of awareness about industrial waste pollution. Please
circle the letter that reflects what you think is a correct
response to the statement or question.
1. Any gaseous, solid, or liquid material that is
discarded because it has no further apparent use for
the industrial processor is known as
A. Industrial raw material C. Industrial
production
B. Industrial input D. Industrial waste
2. Which one of the following statements is not true
about industrial waste pollution?
A. It is caused by improper dumping of industrial
waste.
B. It is one of the major types of environmental
pollution world wide.
C. It hurts the environment in a range of ways.
D. It is a global problem decreasing from time to time
very fast.
3. Industrial waste pollution brings about damage to
A. Human health
B. Animals and Plants
C. The aesthetic quality of the environment
D. All of the above
4. Pollution refers to any undesirable change in the
characteristics of
108
A. Atmosphere C. Water bodies
B. Soil D. All of the above
5 .The environmental problems of the developed world are
mainly the result of
A. Industrialization C. Over population
B. Deforestation D.Desertification
6. Heavy industries generate huge quantity of gases like
carbon dioxide. An environmental problem caused by
emission of such gases is referred to as:
A. Land faulting C. Global warming
B. Volcanism D. Earthquake
7. Which one of the following is not an element of
environmental degradation?
A. Deforestation C. Environmental
Pollution
B. Afforestation D. Soil Erosion
8. Environmental pollution is a threat to
A. People who live in poor countries
B. People who live in towns
C. People who live in rich countries
D. People who live where ever in the world
9. The most serious environmental problem caused by the
existing industries in Kombolcha is
A. Air pollution C. Noise pollution
B. River water pollution D. Soil pollution
10. Which one of the following is not a factor for
environmental pollution in developing countries?
A. The failure of governements to adapt realistic
standards and enforceable regulations of pollution.
B. The failure of industries to use environmentally
friendly technology
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C. Environnemental illiteracy
D. Environnemental Education
11. The main environmental problem in highly
industrialized counties is
A. Deforestation C. Air pollution
B. Drought D. Desertification
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12. As a result of burning of coal and oil, the amount of
carbon dioxide in the atmosphere is
A. Increasing but will not affect the earth’s
environment
B. Increasing with possible serious effect on the
earth’s environment
C. Decreasing but will not affect the earth’s
environment
D. Decreasing with possible serious effects on earth’s
environment
13. Which one of the following statements is not true
about air pollution?
A. It is a problem caused by both natural processes
and human activities.
B. It is a Trans-boundary environmental problem.
C. It is an environmental problem which is diverting
global attentions.
D. It is a problem resulted from the decline of
greenhouse gases amount in the atmosphere.
14. Identify the correct statement.
A. All factories in Kombolcha are environmental
friendly.
B. Rivers and streams in Kombolcha are free from
industrial waste pollution.
C. Industrial waste pollution is a growing
environmental challenge in Kombolcha.
D. All of the above
15. Any Undesirable change in the characteristics of air,
water, soil... is known as
A. Evaporation C. Decomposition
B. Pollution D. Sedimentation
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16. Which of the following air pollutants causes the
formation of acid rain?
A. Nitrogen C. Sulfur dioxide
B. Hydrogen D. Oxygen
17. Which of the following is less harmful pollutant of
water?
A. Lead C. Mercury
B. Sand D. Aluminum
18. Which one of the following is not among the natural
pollutants of air?
A. Smoke from industries C. Smoke from wild
fire
B. Wind blown dust D. Volcanic ash and
gases
19. One of the greatest challenges caused by air
pollution is
A. Volcanism C. Soil erosion
B. Ozone layer depletion D. Earthquake
20. The major cause of pollution of streams and rivers in
Kombolcha is
A. Surface water running off streets and farm lands
B. Waste discharged by factories
C. Dumping of garbage by urban dwellers
D. Waste from animals
21. The principal sources of air pollutants in big cities
are
A. Homes and agriculture C. Vehicles
and industries
B. Agriculture and volcanic activities D. Volcanic
activity and homes
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22. Which one of the following is not among the most
hazardous effects of air pollution?
A. Acid rain C. Respiratory
diseases
B. Temperature rising D. Earth quake
23. Unwanted sound, or noise produced by airplanes,
traffic or industrial machinery is known as
A. Noise pollution C. Sound
vibration
B. Sound system D. Sound frequency
24. Noise pollution can be increased through the
following except
A. Rapid industrial development C. Rapid
ageing population
B. Rapid vehicle importation D. Rapid
urbanization
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25. Which one of the following can be a factor for
environmental pollution in Ethiopia?
A. Lack of sufficient system and regulation for the
management of industrial waste
B. Lack of awareness concerning the linkage between
environment and industrial development
C. Weak participation of the people and community
based organizations in environmental management
activities
D. All of the above
26. A sustainable industrial production mode focuses on
the following except
A. Cleaner production C. Natural recourses
overexploitation
B. Environmentally sound technologies D.
Environmental services
27. Industrial pollution could be reduced by the
following methods except
A. By replacing old machineries with modern
machineries
B. By discharging the liquid waste in to the nearby
streams
C. By improving the efficiency of fuel combustion
D. By recycling the liquid waste
28. The environmental policy of Ethiopia includes
A. Forest resource conservation C. Water
conservation
B. Industrial pollution abatement D. All of
the above
29. Which one of the following institutions is
responsible for the administration of environmental
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protection and deals exclusively with environmental
matters in Ethiopia?
A. Ministry of Agriculture
B. Environmental Protection Authority
C. Ministry of Trade and Industry
D. Ministry of Mines and Energy
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30. The protection of environment from industrial waste
pollution is the responsibility of
A. Environmental non Governmental originations (NGOs)
B. Industry owners
C. Environmental experts
D. Every citizen
31. Which office is responsible to lead and administer
environmental protection activities in Kombolcha?
A. Wereda Capacity Building office
B. Wereda Rural Development Office
C. Wereda Environmental Protection Office
D. Wereda Education Office
32. Which societal group should move against industrial
waste pollution in Kombolcha?
A. Industry workers C. Government
officials
B. Students and Teachers D. All the urban
dwellers
33. An important way to combat industrial waste
pollution in Ethiopia is
A. Environmental Education C. Legislation
B. Incentives D. All of the above
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Section B: Familiarity with industrial waste
pollution concepts
After reading the following concepts, tick ( � ) ‘I know’
if you know what the concept means or tick ( � ) ‘I do
not know the concept’ if you don’t understand the
concept.
No Concept I know I do not
know
1 Industrial Waste
2 Industrial Waste
Pollution
3 Water Pollution
4 Air pollution
5 Soil Pollution
6 Noise pollution
7 Polluters Pay Principle
8 Environmental Protection
9 Environmentally Friendly Technology
10 Environmental Education
11 Healthy Environment
If you claim that you know the concepts, define them
briefly in the spaces provided below.
1._______________________________________________________
_________________________________________________________
________________________2._______________________________
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_________________________________________________________
________________________________________________3._______
_________________________________________________________
_________________________________________________________
_______________
4._______________________________________________________
_________________________________________________________
________________________
5._______________________________________________________
_________________________________________________________
________________________
6._______________________________________________________
_________________________________________________________
________________________
7._______________________________________________________
_________________________________________________________
________________________8._______________________________
_________________________________________________________
________________________________________________9._______
_________________________________________________________
_________________________________________________________
_______________
10.______________________________________________________
_________________________________________________________
________________________11.______________________________
_________________________________________________________
________________________________________________
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Part Four
Attitudes towards industrial waste pollution
This part of the survey is designed to determine students’
attitudes towards industrial waste pollution. Please
indicate how you feel about each statement below. There is
no right or wrong answer, only differences of opinion. Read
each statement carefully and tick ( � ) the column that
best indicates the extent to which you agree or disagree
with each statement using the following key.
SA= Strongly Agree
A= Agree
N= Neutral
D=Disagree
SD=Strongly Disagree
No Item SA A N D SD
1
Mankind was created to use the
natural resources in any way he
wishes.
2
Even though industry has a serious
impact on environment, it should be
humans’ leading economic activity.
3 Care of the environment is a
prerequisite for growth.
4 Humans must live in harmony with
nature in order to live better life.
5
The Industrial growth of any country
is at the expense of the
environmental degradation.
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No Item SA A N D SD
6
It is quite possible to have rapid
industrial development without
environmental pollution.
7
Industry is a significant
contributor to environmental
pollution.
8
Nowaday, industrial waste pollution
is the leading environmental problem
in Kombolcha.
9 Ethiopia should concentrate on industrial growth even
if it means damage to the environment.
10
The government of Ethiopia should
not give license for industry owners
if their plants have serious impact
on our environment.
11 There should be limit to growth beyond which
industries in Kombolcha can not expand.
12
Rivers and streams are common
property resourses. Therefore,
industry owners have the right to
discharge their industry waste
directly to the near by rivers and
streams.
13
Unrealistic standards and non-
enforceable regulations of
industrial pollution controls may
create more harms than having no
standards and regulations.
14
Nowadays, rivers and streams in
Kombolcha are becoming open sewers
for industries.
15
Inability to apply pollution
controlling systems and regulations
is a major factor of industrial
pollution in Kombolcha.
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No Item SA A N S SD
16 I believe that environmental
illiteracy is the major factor for
industrial waste pollution in
Kombolcha.
17 If the state of industrial pollution in Kombolcha
continues on its present course, the town will
experience major ecological catastrophes.
18 Science and technology can overcome
any environmental problem.
19 As to me it is impossible to
control industrial waste pollution.
20 As to me the participation of the people and Non
Governmental Environmental Organizations in
environmental protection activities in Kombolcha
town is very weak.
21 Industrial waste pollution is not a
serious problem in Kombolcha at
this time. Therefore no need to
worry about it.
22 All people in Kombolcha are not responsible for
environmental problems resulted from industrial
waste.
23 The protection of the environment
from industrial pollution is
government’s responsibility.
No Item SA A N D SD
24 I believe that we, students, can
play an important role in
protecting our environment from
industrial waste pollution.
25 As to me the Environmental
Protection Office of Kombolcha
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Thank you again!