Abstract:
This study assessed senior high school teachers and students' demographic
characteristics on their knowledge on climate change in Cape Coast
Metropolis. In order to find answers to the research questions and the
hypotheses that were formulated to guide the study, the descriptive crosssectional
survey research design was employed. All the II public senior high
schools participated in the study. The sample size for the students who
answered the questionnaires was 371, whi Ie the teachers were 289. Both
teachers' and students' questionnaires on knowledge on climate change were
used to gather the relevant data for the study. The simple random sampling
procedure was used to select students and teachers to serve as respondents.
The data gathered from the students and teachers were analysed using
statistical tools such as means, standard deviations and factorial analysis of
variance. It was found out that impm1ation of climate change knowledge by
the senior high school teachers depends on their age and subject taught, while
the acquisition of climate change knowledge by the senior high school
students depends on their age and programme of study. It was among other
things recommended that Unit heads of the various senior high schools should
assign experienced teachers to teach climate change knowledge to Business,
Visual Arts and I-lome Economics students. The National Council for
Curriculum and Assessment (NACCA) should introduce more topics on
climate change into the senior high school Social Studies curriculum.
