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STUDENTS’ ATTITUDE TOWARDS FORESTS AND TREE PLANTING
ACTIVITIES: A CASE STUDY OF EGERTON UNIVERSITY
SAMUEL M. NGEI
N11/51008/11B
BSc. NARE MGT.
A Research Project Report Submitted as Partial Fulfillment for Award of Degree of
Bachelor of Science in Natural Resources Management of Egerton University
July 2015
ii
DECLARATION AND RECOMMENDATION
I declare that this is my original work and has not been presented for examination for an
award of Degree in any other University.
Name: Samuel M. Ngei
Reg. No: N11/51008/11B
Signature:
Date:
This Research Project Report was submitted for examination with my approval and
recommendation as the University supervisor.
Signature: Date:
NGODA B.J.M.
Lecturer
Department of Natural Resources
Egerton University
iii
DEDICATION
This Research Project Report is dedicated to my family, my dear friends and all colleagues
and most so my supervisor, who were greatest blessing and source of encouragement
throughout my research process. Almighty God bless them abundantly.
iv
ACKNOWLEDGEMNET
I am grateful to the Almighty God for His unfailing love, provision, protection and unmerited
mercy, for he is the source of all knowledge. My sincere thanks go to all lecturers and staff of
Egerton University for their support in this research project report.
I profoundly salute Ngoda B.J.M., Lecturer and Consultant Egerton University in the
department of Natural Resources for his unwavering support and advice during the research
period.
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ABSTRACT
Students’ attitude towards forests and tree planting activities affects their awareness and
readiness to conserve our environment, particularly forests. Their participation in tree
planting activities is something to bother amongst natural resources conservationists and
other environmental custodians. This study investigated the attitude of students in Egerton
University towards forests and tree planting activities. The research design used was
descriptive whereby a cross-sectional survey was conducted. The sampling frame comprised
of 318 students. Primary data was collected using stratified questionnaires. Data was
analyzed using the Statistical Package for Social Sciences (SPSS) and descriptive analysis
was also used to present data. The findings showed that the students’ attitude towards forests
and tree planting had no significant difference with respect to gender. However, there was a
significant difference observed in students’ attitude towards forests and tree planting in terms
of their up bring and respective courses. These results called for creation of awareness about
the importance of planting trees and conserving forests among the university students.
Environmental education should be given shape to provide students to accept responsibility to
preserve forests.
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TABLE OF CONTENTS
DECLARATION AND RECOMMENDATION ...................................................................... ii
DEDICATION ......................................................................................................................... iii
ACKNOWLEDGEMNET ........................................................................................................ iv
ABSTRACT ............................................................................................................................... v
TABLE OF CONTENTS .......................................................................................................... vi
LIST OF TABLES ................................................................................................................. viii
ACRONYMS ............................................................................................................................ ix
CHAPTER ONE ........................................................................................................................ 1
1.0 INTRODUCTION ....................................................................................................... 1
1.1 Background of the Study ......................................................................................... 1
1.2 Statement of the Problem ............................................................................................. 2
1.3 Broad Objective ....................................................................................................... 2
1.4 Specific Objectives .................................................................................................. 2
1.5 Research Questions.................................................................................................. 2
1.6 Justification of the Study ......................................................................................... 2
1.7 Scope of the Research .............................................................................................. 3
1.8 Assumptions of the Study ........................................................................................ 3
1. The respondents understood the questions asked on them ............................................. 3
2. Respondents had sufficient self-awareness to provide the necessary information ......... 3
3. Respondents answered honestly and did not deliberately falsify their responses. ......... 3
2.0 LITERATURE REVIEW ................................................................................................ 4
2.1 Concept of Attitude ................................................................................................. 6
2.2 Attitude and Level of Knowledge ........................................................................... 6
2.3 Conceptual Framework ............................................................................................ 7
CHAPTER THREE ................................................................................................................... 8
3.0 METHODOLOGY ...................................................................................................... 8
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3.1 Study Area ............................................................................................................... 8
3.2 Research Design ...................................................................................................... 8
3.3 Sample Size And Sampling Procedure .................................................................... 8
3.4 Data Collection ........................................................................................................ 8
3.4.1 Data Analysis ....................................................................................................... 9
CHAPTER FOUR .................................................................................................................... 10
3.0 RESULTS.................................................................................................................. 10
CHAPTER FIVE ..................................................................................................................... 13
5.0 DISCUSSION ........................................................................................................... 13
CHAPTER SIX ........................................................................................................................ 14
6.0 CONCLUSION AND RECOMMENDATIONS ..................................................... 14
6.1 Conclusion ................................................................................................................. 14
6.2 Recommendations ...................................................................................................... 14
References ................................................................................................................................ 15
viii
LIST OF TABLES
Table 1: t-test results of attitude towards forest scale scores with respect to gender .............. 10
Table 2: ANOVA results of students’ attitude towards forest and tree planting activities in
regard to their course ............................................................................................................... 10
Table 3: ANOVA results of students’ attitude towards forests and tree planting scale scores
with respect to their up bring ................................................................................................... 10
Table 4: Results on responses made on either one likes or dislikes tree planting activities .... 11
Table 5: Results on responses made on whether one would plant and manage trees if were
given tree seedlings .................................................................................................................. 11
Table 6: Actions ever taken as a commitment to tree planting activities ................................ 11
Table 7: Results on responses on ever participated in tree planting activities and at what level
.................................................................................................................................................. 12
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ACRONYMS
FAO- Food and Agriculture Organization
FRA- Forest Resource Assessment
IUCN- International Union for Conservation of Nature
GIS- Geographic Information System
1
CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the Study
Forests are important in many aspects. They serve ecosystem functions which is the
capacity of natural processes and components to provide goods and services that satisfy
human needs either directly or indirectly. Based on ecosystem functions four primary groups
of functions emerge i.e. regulatory functions which involve functions that relate to the
capacity of natural and semi-natural ecosystems to regulate essential ecological processes and
life support systems through biochemical cycles and life support processes like climate
regulation and gas regulation. Habitat functions where forests provide refuge and a
reproduction habitat to wild plants and animals and thereby contribute to the conservation of
biological and genetic diversity and the evolutionary processes. Forests are also important in
production functions in that photosynthesis and nutrient uptake by autotrophs convert carbon
(IV) oxide, water and nutrient units into a wide variety of carbohydrate structures which are
then used by secondary producers to create a large variety of living biomass. Forests also
serve as sources of information. Since most of human evolution took place within the context
of an undomesticated habitat, natural ecosystems provide an essential reference point and
contribute to the maintenance of human health by providing opportunities for reflection,
spiritual enrichment, cognitive development, recreation and aesthetic experiences. (Rolston &
Coufal, 1999).
According to FAO, assessments have shown many years that the area of the world’s
forests is diminishing. Estimates have become more reliable over repeated assessments,
particularly with the recent agreement that FRA 2005 uses one definition for forest.
According to current estimates (FAO, 2007) most of the world’s forests are converted to
other uses (i.e. deforested) each year and at the same time large areas are reverted to forests,
but still leaving a net annual loss of the forest.
Kenyan forests face serious problems. For example, inappropriate management
policies, forest fires, illegal lumbering and turning forest areas into construction and
farmlands, etc. Kenya with agriculture inevitably increases the pressure on forest areas.
Environmental education is the process of reorganizing values and clarifying concepts
in order to develop skills and attitudes necessary to understand and appreciate the
interrelatedness among man, his culture and his biophysical surrounding. It also entails
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practice in decision making and self- formulation of code of behavior about issues concerning
environmental quality (IUCN, 1970). Good environmental education like any good education
must lead students out and on from their immediate perceptions and to experience a wider
understanding.
1.2 Statement of the Problem
Students’ attitude towards forests and tree planting activities is something to bother
about since majority doesn’t like participating in such activities, particularly ones organized
by the Department, Faculty and the University at large. This called for the study on the
attitude of students towards forests and tree planting activities since these are the people
expected to impart more with their knowledge to the society on the conservation of the
environment especially through tree planting and tending tree stands to increase the amount
of forest cover.
1.3 Broad Objective
To appraise the students’ attitude towards forests and tree planting activities organized by the
Department, Faculty and the University as a whole
1.4 Specific Objectives
1. To study the students’ attitude towards forests and tree planting along gender line.
2. To investigate the relationship between students’ attitude towards tree planting
activities and their up bring.
3. To investigate the relationship between students’ attitude towards forests and tree
planting activities and their respective courses
1.5 Research Questions
1. Does students’ gender affect the attitude towards forests and tree planting?
2. Does students’ up bring have any relation with the attitude towards forests and tree
planting?
3. Does the students’ course affect their attitude towards forests and tree planting
activities?
1.6 Justification of the Study
Determination of students’ attitude towards forests and tree planting activities was
foreseen as a probability to build roadmap for the future of forests conservation and an
important reference in shaping forests education. When determining attitudes related to
forests, subjects such as utilization of forests, conservation of naturalness of forests and
3
sustainability are emphasized. Determination of individuals’ attitude towards these problems
will help the sustainability of our national forests.
1.7 Scope of the Research
This study was limited to Egerton University, Njoro Campus. The respondents were
students of the University in session during the time of research. The study focused on the
students’ attitude towards forests and tree planting activities and the factors affecting the
attitudes. The factors studied included students’ gender, up bring, courses, perception on
forests and tree planting activities and their awareness of forests conservation. Data was
collected in the evening to ensure the availability of respondents in their respective hostels.
1.8 Assumptions of the Study
1. The respondents understood the questions asked on them
2. Respondents had sufficient self-awareness to provide the necessary information
3. Respondents answered honestly and did not deliberately falsify their responses.
4
CHAPTER TWO
2.0 LITERATURE REVIEW
A review of earlier research on urban forestry reveals that most studies have
examined mainly public attitudes toward urban forestry from an aesthetic perspective and
people’s perception of the associated benefits. Questions regarding people’s willingness to
participate in tree planting activities, or if they consider them as the government’s (local,
state, or federal) responsibility still remain unanswered. For instance, Gooch (1995), Kellert
(1979, 1980), Rauwald & Moore (2002), and Scott and Willits (1994), advanced the
understanding of public attitudes towards the environment while Manzo and Weinstein
(1987), Martinez and McMullin (2004), Pearce (1993), and Yen, Boxall, and Adamowicz
(1997) provided insights about individual behavior to volunteer for environmental
improvement activities.
Sullivan (1994) investigated citizens’ perception of and preferences for natural and
developed settings in the rural–urban fringe in Washtenaw County, Michigan, where farmers,
township planning commissioners, and other citizens were asked to rank 32 pictures taken at
the rural–urban fringe. The results indicated that settings including farm and forest were
preferred, and housing developments with mature trees were preferred over development with
few trees. Likewise, Tyrväinen, Ihalainen, Vuorela, and Kolehmainen (2001) evaluated the
students’ attitudes toward and perceptions of the impacts on scenic beauty and recreational
value of forest practices.
Five different management practices—clear cutting, thinning, removal of
undergrowth, natural state, and traditionally managed cultural landscape and two evaluation
methods visual presentation (pictures produced by image-capture technology) and verbal
questions—were used. Scenic beauty and recreational value were assessed from slides in
which management measures were presented by the pair-wise comparison technique. The
results indicated that scenic beauty and recreational preferences differ considerably from each
other.
Balram and Dragicevic (2005) measured the dimensions of students’ attitudes toward
green spaces. Geographic information systems (GIS) techniques and informal interviews
were used to generate complementary insights about the spatial and non-spatial factors
influencing attitudes toward urban green spaces. Affinity analysis was used to aggregate the
issues into three homogeneous categories that in turn guided the construction of questionnaire
items. Factor analysis and reliability analysis were applied to the items set to create a valid
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attitude measurement scale. The analysis showed that households were characterized by a
two-factor attitude structure toward urban green spaces: behavior and usefulness. It was
concluded that green spaces attitude is a multidimensional construct.
Ozguner and Kendle (2005) examined the University students’ attitudes toward
naturalistic landscapes in contrast to more formal designs on green spaces. Attitudes of the
students’ were investigated using a site-based questionnaire survey in contrasting two green
spaces of Sheffield, United Kingdom. The results showed that the students’ perceived nature
or natural in two ways in different contexts as the opposite of formal in a park context and as
the opposite of the built-up environment in a town and/or citywide context. Results indicated
that the students’ preferred both types of natural areas in an urban setting for different
reasons; in addition, design styles seemed to have an influence on preferences. Summit and
McPherson (1998) found that shade and appearance played more of a role in the decision to
plant trees than did concerns about energy savings and environmental benefits.
Lohr, Pearson-Mims, Tarnai, and Dillman (2004), who surveyed residents of the
largest metropolitan areas in the United States about the benefits and problems of trees in
urban areas, found that the ability of trees to shade and cool surroundings was the highest
ranked benefit. Their potential to help people feel calmer was ranked second highest.
Potential problems such as causing allergies were bigger concerns than were financial issues.
People who strongly agreed that trees were important to their quality of life rated the benefits
of trees more highly than people who did not strongly agree. Responses varied slightly based
on demographic factors. The general public, not just the people who volunteer for tree
programs, were strongly positive toward trees in cities. Fraser and Kenney (2000), who
conducted a similar study for Canadian cities, found how public attitudes varied across
cultures. Their results indicated that the British community reacted in most positive terms and
expressed the greatest willingness to pay to plant shade trees and had the most shade trees per
square meter on their properties.
In contrast, the Chinese community showed the least yard maintenance compared to
other communities and indicated that they did not want to add trees to their property. Italian
and Portuguese communities emphasized fruit trees and vegetable gardens. Gorman (2004)
found that there was a statistically significant difference in residents’ opinions depending on
whether there was a tree planted in front of their house. Thompson et al. (1999) developed a
model to predict the value added by forest conditions on small wild land interface properties
and found that contributions varied from 5% to 20%. Lorenzo’s et al. (2000) work could
probably be the only one that looked into factors explaining public support for urban forestry
6
programs. This study assessed residents’ willingness to participate in forest preservation in
Mandeville, Louisiana and suggested that residents’ willingness to participate in forest
preservation was positively associated with their perceptions of the benefits of trees but
negatively associated with their perceptions of the annoying features of trees, more female
than male respondents were willing to participate in forests preservation, and age, level of
education, and type of residential ownership were not significantly associated with
willingness.
2.1 Concept of Attitude
Attitude can be considered as moderately intense emotions that prepare or predispose
on individual to respond consistently in a favorable or unfavorable manner when confronted
with a particular object (Anderson, 1988, Scott et al. 1981). Edwards (1957) defined attitude
as psychological object (symbol, person, phrase, slogan or idea) toward which people can
differ as regard its positive or negative effects.
Research on attitudes has been a long standing focus of psychology and sociology. In
general term, attitudes are measures of how people feel about issues. More specifically,
attitude can be defined as “an orientation towards certain objects or situations that is
emotionally toned and relatively persistent. An attitude is learned and may be regarded as a
more specific expression of a value or belief in that an attitude results from the application of
a general value to concrete objects or situations. (Manning, Minteer, & Valliere, 1999,
Theodorson & Theodorson, A, 1969).
Attitude may be classified as favourable , neutral and opposed, that is to say, one may
have favourable attitude towards something. We develop attitude towards ideas, implying
attitude is a determinant factor in behaviour. Although attitudes are stable and enduring (
Sherif and Sherif 1956), they can be changed. ( Dubrin 1974) for example stated that an
individual’s attitude may be changed by providing an information, applying rewards,
incentives or punishment, exerting a group influence, inducing the individual to engage in
discrepant behaviour and individualizing the methods used to bring about the change.
2.2 Attitude and Level of Knowledge
In natural resources management, level of knowledge based on reality has been
defined as an external variable related to value and attitudes (Tarrant, Overdeset, Bright,
Cordell, & English, 1997). Despite knowledge has a certain effect on attitude, there are
various studies that suggest researching of the connection between them. Research shows that
more knowledge about environmental problems is more disposed towards private
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environmental attitudes. Individuals with high level knowledge show more positive attitude
than individual with low level knowledge (Bright & Manfredo, 1997).
Variables concerning forest values and attitude can be affected by an antecedent
factor including socio-economic variables and social effects. All socio-economic variables,
women, people with high level education, younger individuals, urban residents, residents of
non-timber dependent regions and a liberal political orientation have stronger bio centric
values and support principles of sustainable forest management (Bourke & Lullof, 1994).
2.3 Conceptual Framework
The conceptual framework links the various concepts that underline the study and
shows how different variables relate to each other. The independent variables are represented
by students’ up bring, course, and gender. The up bring of the student can affect his/her
attitude towards forests and tree planting. Those from rural background may have favorable
attitude towards forests and tree planting activities. The course one is pursuing, for instance,
if it is environmental related course, such individuals have high level of knowledge
concerning environment as opposed to those taking courses unrelated to environment that
may have neutral or unfavorable attitudes. The gender of an individual based on cultural and
religious beliefs may affect ones attitude towards forests and tree planting activities.
Figure 1: Conceptual frame work
Independent variable
Dependent
Variable
Intervening
Variables
Student’s:
Up bring
Course (knowledge)
Gender
Students’
attitude
towards
forests and
tree planting
activities
knowledge
8
CHAPTER THREE
3.0 METHODOLOGY
3.1 Study Area
The study was carried out at Egerton University which is located in Nakuru County in
the Rift Valley of Kenya. The institution is along the Mau-Narok road 22km off Nairobi-
Kisumu highway.
3.2 Research Design
The study utilized cross-sectional design with cross-sectional approach. This design
allowed for adequate description of activities, objects and persons. A cross-sectional
approach was used to collect both qualitative and quantitative data from the respondents. This
approach was relatively faster and inexpensive because it provided self-reported facts about
respondents, their inner feelings, attitudes, options and habits (Kombo and Tromp, 2007,
Kothari, 2007). Survey design enables researchers to make accurate assessments, inferences
and relationship of phenomenon, events and issues (Kasomo, 2006).
3.3 Sample Size And Sampling Procedure
A sample is a smaller group obtained from accessible population and each member
has an equal chance of being selected to be a sample. It is also a finite part of a statistical
population whose properties are studied to gain information about the whole (Mugenda &
Mugenda, 2003). The sampling frame had 350 students in the university who were chosen by
a systematic random sampling. In choosing the samples, female students’ hostels were
assigned numbers and 13 blocks were randomly selected, that is Barret, Mama Ngina and 11
blocks from Maringo. From Barret and Mama Ngina 2 respondents were randomly selected
from every room with an even number making a total of 120 students and 5 students from
each block in Maringo making a total of 175 female students. Male students were chosen
with the same procedure from Buru Buru, Ruwenzori and Maringo making a total of 175
male students.
3.4 Data Collection
The major sources of data were primary and secondary. Primary data was collected by
means of questionnaires to collect information on students’ attitude towards forests and tree
planting activities. Attitude surveys are one of the effective means of determining how people
perceive the natural world and their degree of environmental concern (Parry & Campbell,
1992). The survey forms were applied by researcher going into specific rooms in person.
Researcher also made necessary explanations on how to fill the survey. Secondary data was
9
obtained from office reports, research Theses and other materials found in the University
library.
3.4.1 Data Analysis
The attitude of the University students towards forests and tree planting activities
were assessed based on a five-point Likert scale, with the possible answers ranging from very
positive (= 5), to neutral (= 3), to very negative (= 1) responses (Likert, 1974). Statistical
Package for the Social Sciences (SPSS) version 16.0 was used to analyze the responses.
Descriptive statistics were used to represent the results as percentages and frequencies.
10
CHAPTER FOUR
3.0 RESULTS
Table 1: t-test results of attitude towards forest scale scores with respect to gender
Gender N mean std. deviation df t sig. (2-Tailed)
Female 156 135.2692 15.973110 316 636 .525
Male 162 134.1728 14.77180
Table 2: ANOVA results of students’ attitude towards forest and tree planting activities
in regard to their course
Analysis results show a significant difference between total attitude towards forests
and tree planting activities scores with students’ course. (F (2,315) =6.968; p<.05) in table 2
below
Sum of squares df mean squares F sig.
Between Groups 4666.900 2 1555.633
Within Groups 70106.484 315 223.269 6.968 .000
Total 74773.384 317
Scheffe * the mean difference is significant at the .05 level
Table 3: ANOVA results of students’ attitude towards forests and tree planting scale
scores with respect to their up bring
Results show a significant difference between total attitude towards forests and tree
planting scale points with respect to students’ up bring [F(2,315]=8.719;p,.05] (table 3).
Sum of squares df mean squares F sig.
Between Groups 9166.808 2 1833.362
Within Groups 65606.576 315 210.277 8.719 .000
Total 74773.384 317
Scheffe * the mean difference is significant at the .05 level
11
Table 4: Results on responses made on either one likes or dislikes tree planting activities
% attitude index
I like them very much
62 320
I like them somewhat 21 88
Indifferent to opinion about
liking or disliking the tree
planting activities
5 25
I dislike them somewhat 7 14
I dislike them very much 6 6
Table 5: Results on responses made on whether one would plant and manage trees if
were given tree seedlings
% index
I would very much plant and
manage them
59 305
I would somewhat plant and
manage them
25 104
Indifferent to opinion about
planting and managing them
3 15
I would somewhat not plant
and manage them
9 18
I would very much not plant
and manage them
5 5
Table 6: Actions ever taken as a commitment to tree planting activities
% (N=318)
Directly participated in tree planting
activities
75
Discussed with colleagues the value of trees 66
Attended meetings on tree planting activities 59
12
Joined an environmental/tree planting groups 24
Attended protest rally about deforestation 20
Table 7: Results on responses on ever participated in tree planting activities and at what
level
%
Individual household level 75
At school 48
Community level 18
District and national level 9
13
CHAPTER FIVE
5.0 DISCUSSION
University students’ attitude towards forest and tree planting activities in Egerton
University showed no significant difference with respect to gender. However, female
students’ attitude (135.2692) was more positive compared to male students (134.1728) as in
Table 1. But females being slightly higher than males, the slight difference in gender may be
culturally based.
Students’ attitude towards forests and tree planting activities was changeable
significantly with respect to their courses. According to the Scheffe test done (Table 2) for
the purpose of finding between which groups the difference between units were, attitudes of
students who took courses related to environmental studies were more positive compared to
those who took courses unrelated to environmental studies. The consistency was as a result of
the compounding nature variation of variables: taking a course related to environmental
studies may change or develop attitude, but the attitudes might also influence the decision to
engage in the behavior.
Analysis of results showed that students’ attitude towards forests and tree planting
activities varied significantly with respect to their up bring. According to the results, Scheffe
test done (Table 3) for the purpose of finding between which groups the differences between
units were, attitudes of students brought up in rural background were more positive compared
to those brought up in urban areas.
The attitude of the students towards tree planting activities were examined using
statements that were asked to rate on the 1 to 5 Likert scale. The summative attitude index
varied from 320 for those who liked very much tree planting activities to 6 for those disliked
the planting activities (Table 4). Opinion of students about their willingness to plant and
tender trees if provided with free seedlings also varied widely from 305 for those who said
they would very much plant and manage trees to 5 for those who would very much not plant
and manage the trees ( Table 5).
The participation of students on tree planting activities as a commitment varied with
majority having directly participated in such activities (75%) and the percentage reducing to
indirect participation in such activities (20%) as shown in Table 6. Greater percentage of the
students participated in tree planting activities at individual household level (75%) with least
percentage at District and National level (Table 7).
14
CHAPTER SIX
6.0 CONCLUSION AND RECOMMENDATIONS
6.1 Conclusion
In general, the students had a positive attitude towards forests and tree planting
activities in the study group. When the students’ attitudes were analyzed in
terms of gender, there was no significant difference obtained. It could be
concluded that gender had no effect on students’ attitude towards forests and
tree planting.
Also in regard to students’ up bring, those brought up in rural areas had more
positive attitude than the urban raised individuals. This was due to exposure of
rural raised students to forests and their life experience with the forests which
greatly contributed to their attitude towards forests.
When students’ attitudes towards forests and tree planting were analyzed with
respect to the course undertaken by the student, it showed a significant
difference existence hence it could be concluded that those who took courses
related to environmental studies had more positive attitudes.
6.2 Recommendations
Decrease of natural forest areas triggers global warming which ranks at the top
of ecological problems today. Plants produce their own food with photosynthesis
by using carbon (IV) oxide (CO2)
in the atmosphere. Thus, they prevent the
surge of CO2
amount in the atmosphere. It was recommendable that negative
effects of global warming could be decreased by participation of students who
understand the importance of forests in life. Students must have awareness about
why they should conserve forests. Only then they will believe why forests,
plants of forests and natural beauties should be conserved. This could be
achieved through prioritizing environmental studies in higher institutions and
giving it shape to provide students to accept responsibility to preserve and
increase forests cover and also to increase the interest of students to forests and
biological diversity in it with trips to forests.
15
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