The availability and accessibility of disposable items has contributed immensely to our littering behaviour as humans. People discard plastic containers, paper wrappers and other items by throwing them onto the ground, thus aggravating the problem of littering. This study aims to assist the relevant stakeholders in integrating environmental awareness activities into the school curriculum, to drastically reduce littering in communities. Underpinned by developmental action theory and applied participatory paradigms, the study purports to assess the success of environmental action research campaigns aimed at combatting littering. Fourteen learners from seven classes served as co-researchers, having been randomly selected as participants in this study. Participants' observations and pictures were used to collect data, before resorting to coding and analysis. The results of the study show an improvement in learners' awareness of littering, allowing the authors to conclude that action research, if employed in environmental education, can raise learners' awareness pertaining to littering. A lack of environmental programmes in schools is also to blame for the fact that children often unwittingly litter or pollute their environment.
The aim of this chapter is to provide delegates with a fresh perspective on the littering challenges facing schools and homes in developing countries today, as well as the established skills and awareness intervention strategies necessary to overcome these challenges hence sustaining the teaching of Environmental Education (EE). The extend of Africa's ignorance of EE subject amongst teachers has intensified and reinforced that action research (AR) be regarded as a tool for learner emancipation in the teaching of EE. EE is still seen as a foreign concept by many teachers and a notion that can be down played in school curriculum and home territory. In this chapter EE has find its way into school environment successfully and effectively through engaging learners as co-researchers with action research approach. The study was designed from educational living paradigm and is underpinned by collaborative learning theory. An intervention in the form of action research spiral cycle activities with the learners has managed to make them conscious about littering.
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