CHAPTER ONE
1.1 BACKGROUND OF THE STUDY
Energy is regarded as an omnipresent commodity in the modern age. Both, institutions (private corporations,governments, schools, universities e.t.c.) and individuals depend seriously on reliable access to useful energy in all its forms ( Creighton and Dewey, 1916). Energy (electrical) has become an indispensable commodity to the human race in thus 21st century ( Assmann, 2002), and has consequently increases the global warming reducing the safety in the world at large. Literacy, being the ability yo read and write is a fundamental human right and the foundation of human lifelong learning. Being literate possesses the ability to recognize the good an bad of particular issue and thus comes majorly with learning in a formal environment ( Claudio, 1988). Although introduction of renewables, energy policies, energy efficiency gadgets and energy conservation measures has being widely adopted in many nations of the world, energy education is one of the fundamental ways to solve the energy issues of the future. Energy education is paramount at every stage of education and to the near future. This branch of energy is gradually being accepted into the educational curriculum in many (developed/developing) supply.
Energy is commodity used by almost all professionals to meet their customer demands. Consequently, energy was not thought of as a separate discipline of education but was incorporated into some aspects (energy conversion, conservation, transmission, utilization, extraction and distribution) of some disciplines (e.g electrical, chemical and mechanical engineering as well as physics) bases on their relevance to the student at that level. Energy education is a means by which the public gets to know about energy, what it entails and also how to use and make energy decisions. Energy education should be classified based on it targeted students / audience. This scope of education should not be limited to the classroom but co certed effort should be made to organize informal educational programs in order yo reach out to the general public at large. Energy programs should be promoted on socialedia and adverts/ posters/ slogans that bring about energy saving measures should also be encouraged. Some of the I.portant energy education issues are discusses by Garg and Kandpal (1995), it is important to have a broad objective for any educational program and this proposed energy education scheme can follow the broad objectives set out.
1.2 STATEMENT OF THE PROBLEM
Most developing countries of the world especially countries in Africa still have a lot of energy challenges in the power generation. Nigeria being the case study of this research still has a larger percentage of its population suffering from inadequate or LA k of power supply. Though energy education is generally needed in the world at large, there is a crucial need for it in the developing countries. Most developing Countries are blesses with vast renewable energy sources and these sources are still being underutilized or unutilized till date as the case may be in different countries. The solar potential I’m Nigeria is highly remarkable but its underutilization or non- utilization is evident on the power sector of the country. Some of features available in developing countries which make energy education paramount include (Global energy network, 2014):
Most developing countries have good solar radiation potentials which make energy education a way forward in the development of resources.
Most of theses countries are also oil producing countries and the inadequate energy education experienced by most of its citizens doesn’t bring about the maximum utilization of the oil produced by the country.
Presently, few developing countries have special/ specific energy education programs at their institute of learning.
1.3 OBJECTIVES OF THE STUDY
The.major objective of the study is the evaluation of energy literacy among Senior secondary students in Nigeria. Which is to be achieved through the following specific objectives:
(i) Evaluating the general energy knowledge of physics student in Nigeria.
(ii) Checking the students’ energy cognitive level, energy behaviour/ behavioural knowledge,
(iii) Observing the willingness of students to learn about energy related issues,
(iv) Correlation of the students’ background/ general/ personal data against their energy behaviour, knowledge and consumption rate and
(v) Evaluating the effect of levels of class against their energy literacy level.
1.4 RESEARCH QUESTIONS
The above objectives are to be achieved through the following research questions.
(1) what is the current energy literacy level of senior secondary students in Nigeria?
(2) Is there a statistical significant relationship between the students’ energy knowledge and their: class gender type of school, age range, and field of study?
1.5 SIGNIFICANCE OF THE STUDY
The research gives a clear insight into the evaluation of energy literacy among senior secondary school students in Nigeria. The study also highlighted the constraints associated with energy literacy and some underutilized and utilized energy source. It also explains ways to overcome these problems and increase the awareness of energy in Nigeria.
1.6 SCOPE OF THE STUDY
The research focus on the evaluation of energy literacy among senior secondary school students in Nigeria.
1.7 REFERENCES
Creighton JE and Dewey J. Democracy and education. The philosophical review. 1916; 735-736.
Assman J. The mind of Egypt: History and meaning in the time of the pharaohs. 2002; 12: 127-130.
Claudio ZD. Non- formal and informal education : Concepts/ applicability presented at the ” Inter American conference on Physics education, American Institute of physics, Newyork. 1988; 173: 300-315.
Gurg HP and Kandpal TC. Renewable energy engineering education. Proc. of UNESCO regional workshop on renewable energy engineering education. 1955; 4:9-11.
Global Energy Network Institute- GeN1- Global Electricity Grid- Linking Renewable Energy Resources around the world, 2014.
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