ACKNOWLEDGEMENTS

First and foremost, we are grateful to Dr. Kay Thwe Hlaing (Rector, Yangon
University of Education), Dr. May Myat Thu (Pro-Rector, Yangon University of
Education), Dr. Khin Khin Oo (Pro-Rector, Yangon University of Education) and Dr. Nyo
Nyo Lwin (Pro-Rector, Yangon University of Education).
We would like to offer our respectful gratitude to Dr. Khin Mar Ni (Professor, Head of
Department, Department of Educational Theory and Management, Yangon University of
Education) for her administrative support and expert guidance in the preparation of this
study. We are very grateful for her guidance, support, encouragement and kindly editing
throughout the study.
We would like to extend my sincere thanks to our supervisor, Dr. Su Chan Myae
(Lecturer, Department of Educational Theory and Management, Yangon University of
Education) for her insightful guidance, reasonable and detailed suggestions, timely and
invaluable advice, and warmhearted advocacy for all the times during this study. We
sincerely wish to thank her for her kindness and encouragement.
We sincerely thank the teachers from the Department of Educational Theory and
Management, Yangon University of Education for helping and guiding us for the study.
We also value the cooperativeness and active participation of the principals, teachers and
students from Basic Education High Schools in Thongwa Township, Yangon Region.
Lastly, we are also grateful appreciate the librarian and staff members of the library of
Yangon University of Education for their patient help.
Finally, we would like to give our special thanks to our beloved parents for giving us
financial support, kindness and encouragement. We are indebted to all the people who
provide us with their precious suggestions and kind encouragement.

iv
 ABSTRACT

To effectively tackle the pressing environmental challenges confronting Myanmar and

the globe, and to ensure a sustainable future, it is the responsibility of future leaders, who
are students now. Therefore, it is necessary for the educators to study the environmental
knowledge level and attitudes of high school students.
The general objective of the study is to study the environmental knowledge and
attitudes of high school students. The level of environmental knowledge of high school
students, the differences in environmental knowledge of high school students in term of
their personal factors, the extent of environmental attitudes of high school students, the
differences in environmental attitudes of high school students in term of their personal
factors, and the relationship between the environmental knowledge and attitudes of high
school students were investigated. Both quantitative and qualitative methods in this study
were used. By using simple random sampling, 300 students from Basic Education High
Schools in Thongwa township, Yangon Region participated in this study. IPC values for
students’ environmental knowledge, descriptive statistics, Independent Samples t Test and
One-Way ANOVA and Pearson product moment correlation were used. According to the
quantitative findings, most students’ environmental knowledge was at satisfactory level.
There were significant differences in environmental knowledge in term of their personal
factors (gender, combination, participation in environmental activities and information
sources). The extent of anthropocentric attitudes of high school students was moderate
and that of ecocentric attitudes was high. There were significant differences in
environmental attitudes in term of their personal factors (gender, combination,
participation in environmental activities and information sources). There was a negatively
weak correlation between environmental knowledge and anthropocentric attitude
And there was a positively moderate correlation between environmental knowledge
and ecocentric attitude. The qualitative data obtained by open-ended questions stated that
respondents have considerable knowledge about current environmental issues and
potential environmental issues they may face in the future. It was found that respondents
have attitudes regarding environmental conservation.

v
 Table of Contents

Page
Acknowledgements ………………………………………………………… i
Abstract …………………………………………………………………….. iii
Table of Contents xi
…………………………………………………………… ix
List of Tables ……………………………………………………………….. xii
List of Figures ...…………………………………………………………….
Chapter 1
1. Introduction ………….………………………………………………. 2
Significance of the Research …………………. 4
…………………… 4
Research Objectives ……...……………………………………….. 5
Research Questions ……………………………………………….. 7
Theoretical Framework …. 7
………………………………………… 7
Scope of the Research ... 8
…………………………………………... 10
Definitions of Key Terms 10
………………………………………….. 11
Operational Definitions …………………………………………… 12
Contents of the 12
Study………………………………………………. 14
2. Review of Related Literature 15
…………………………………………. 17

vi
 Meaning of Environmental Education ……………………………..
Scope of Environmental Education
………………………………...
Goals, Objectives and Aims of Environmental Education
………….
Guiding Principles of Environmental Education
…………………...
History of Environmental Education
……………………………….
Education for Sustainable Development ……………………..……
Environmental Knowledge ………………………………………...

vii
Chapter Page
National Environmental Policy Principles 19
………………………… 21
Environmental Attitude 25
……………………………………………. 28
Ecosystem …………………………………………………………. 35
Environmental Issues ……………………………………………… 37
Model of Human Interaction with the Environment 38
…………… 39
Behavioural Change Model …………………………………….. 41
Model of Environmental Literacy 46
………………………………. 46
Theory of Ecological Attitudes 46
…………………………………. 46
Previous Research Findings ……………………………………... 47
3. Methodology …………………………………………………………. 48
Research Method ………………………………………………….. 49
Population and Sample 51
…………………………………………….. 51
Demographic information about students
…………………………. 51
Instrumentation …………………………………………………….
Procedure ………………………………………………………….. 59
Data Analysis ……………………………………………………… 64
4. Findings ……………………………………………………………….
Quantitative Research Findings 66
……………………………………
Analyzing the Environmental Knowledge of High School

viii
 Students ………………………………………………………...
Variations of Students’ Environmental Knowledge According
to Their Personal Factors
………………………………………….
Analyzing the Environmental Attitudes of High School
Students
Variations of Students’ Environmental Attitudes According to
Their Personal Factors
………………………………………….

Chapter Page
Analyzing the relationship between Students’ Environmental
Knowledge and Their Environmental Attitudes …… 69
Qualitative Research Findings 70
……………………………………... 72
5. Conclusion 72
…………………………………………………………….. 76
Summary of Findings 79
……………………………………………… 80
Discussion ………………………………………………. 82
………… 89
Suggestions ………………………………………………………...
Needs for Further Research
………………………………………...
References…………………………………………………………………...
Appendix ……………………………………………………………………

ix
x
 List of Tables
Table Page
3.1 Number of Schools and Students Involved in this Study 46
3.2 ……………... 47
4.1 Demographic Information of Student
………………………………… 51
4.2 IPC Values for Students’ Environmental Knowledge Regarding
System Knowledge …………………………………………………... 54
4.3 Number and Percentage of the Students Showing the Level of Their
Environmental Knowledge Regarding System Knowledge 54
4.4 …………..
IPC Values for Students’ Environmental Knowledge Regarding 55
4.5 Action Knowledge ……………………………………………………
Number and Percentage of the Students Showing the Level of Their 56
4.6 Environmental Knowledge Regarding Action Knowledge
…………... 57
4.7 IPC Values for Students’ Environmental Knowledge Regarding
Effective Knowledge 57
4.8 ………………………………………………….
Number and Percentage of the Students Showing the Level of Their 59
4.9 Environmental Knowledge Regarding Effective Knowledge
………... 59
4.10 Number and Percentage of the Students Showing the Level of Their
Environmental Knowledge …………………………………………... 60
4.11 Results of Independent Sample t Test Showing Students’
Environmental Knowledge Grouped by Gender 61
……………………...
Mean Scores and Standard Deviations of Students Environmental

xi
 Knowledge Grouped by Their Combination …………………………
One-Way ANOVA Results of Students’ Environmental Knowledge
Grouped by Their Combination ………………………………………
Results of Post Hoc Analysis for Students’ Environmental
Knowledge According to Their Combination
……………………………………...

Table Page
4.12 Results of Independent Sample t Test Showing Students’
Environmental Knowledge According to Their Participation in
Environmental Activities …………………………………………….. 62
4.13 Number and Percentage of the Students According to Their
Information Sources 62
4.14 …………………………………………………..
Results of Independent Sample t Test Showing Students’ 63
4.15 Environmental Knowledge According to Their Information
Sources ... 64
4.16 Mean Values and Standard Deviations of Students’ Environmental
Attitudes Regarding Anthropocentric Attitude ………………………. 65
4.17 Mean Values and Standard Deviations of Students’ Environmental
Attitude Regarding Ecocentric Attitude 66
4.18 ………………………………
Results of Independent Sample t Test Showing Students’ 66
4.19 Environmental Attitudes Grouped by Gender
………………………... 67
4.20 Independent Sample t Test Showing Students’ Environmental
Attitudes According to Their Participation in Environmental

xii
 Activities 67
4.21 Mean Values and Standard Deviations of Students’ Environmental
Attitudes Grouped by Their Combination 68
4.22 …………………………….
One-Way ANOVA Results of Students’ Environmental Attitudes 68
4.23 Grouped by Their Combination
……………………………………….
Results of Post Hoc Analysis for Students’ Environmental Attitudes 69
According to Their Combination
……………………………………...
Results of Independent Sample t Test Showing Students’
Environmental Attitudes According to Their Information Sources
…...
Correlation between Dimension of Students’ Environmental
Knowledge and Their Environmental Attitudes Regarding
Anthropocentric Attitude ……………………………………………..

Table Page
4.24 Correlation between Students’ Environmental Knowledge and Their
Environmental Attitudes Regarding Anthropocentric Attitude 69
4.25 ……….
Correlation between Dimension of Students’ Environmental
Knowledge and Their Environmental Attitudes Regarding Ecocentric 69
4.26 Attitude ……………………………………………………………….
Correlation between Students’ Environmental Knowledge and Their 70
Environmental Attitudes Regarding Ecocentric Attitude …………….

xiii
 List of Figures
Figure Page
2.1 Sustainable Development Via Environmental Development 16
2.2 ………….. 36
2.3 Model of Human Interaction with the Environment 37
2.4 …………………... 40
4.1 Behavioural Change Model
…………………………………………… 58
4.2 Model of Ecological Values from Wiseman and Bogner
……………… 58
4.3 Number of Students According to Their Environmental Knowledge 63
4.4 Level
…………………………………………………………………... 66
Number and Percentages of Students According to the Levels of Their
Environmental Knowledge
…………………………………………….
Number of the Students According to Their Information Sources
……..
Number of Students According to Their Participation in
Environmental Activities
………………………………………………………………

xiv