1

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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3

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

5

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

6

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.

8

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

21

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

22

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

23

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).

25

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,

26

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.

27

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

28

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

109

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!