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
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 Problem statement
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
(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.
The research focus on the evaluation of energy literacy among senior secondary school students in Nigeria.
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.