Main Article Content
Abstract
This study investigated the impact of climate change education modules infused into the Integrated Science curriculum on the awareness, attitudes, and adaptation practices of secondary school students in flood-prone areas of Anambra State, Nigeria. A quasi-experimental pre-test/post-test control group design was adopted. The sample comprised 240 Senior Secondary School II (SSS II) students drawn from six purposively selected schools across three flood-prone Local Government Areas: Ogbaru, Onitsha South, and Awka South. Students were randomly assigned to experimental and control groups. The experimental group received instruction through infused Climate Change Education Modules (CCEMs), while the control group was taught using the conventional method. Three validated instruments were used for data collection: the Climate Change Awareness Test (CCAT), the Climate Change Attitude Scale (CCAS), and the Climate Change Adaptation Practices Inventory (CCAPI). Data were analyzed using analysis of covariance (ANCOVA) and t-test statistics at a 0.05 level of significance. Results revealed that students taught with CCEMs demonstrated significantly higher levels of awareness (F(1, 237) = 84.32, p < .05), more positive attitudes toward climate action (F(1, 237) = 76.15, p < .05), and improved climate adaptation practices (F(1, 237) = 91.47, p < .05) compared to the control group. Gender did not significantly moderate the treatment effects. The study recommends the systematic infusion of CCEMs into the Integrated Science curriculum at the secondary school level, especially in climate-vulnerable communities, to foster resilience and proactive environmental citizenship.