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Tables of Contents

Serial No. Contents Page No.

Chapter# 1 Introduction 1

Introduction of the study 1

Rationale of the Study 1

Significance of the study 2

Objectives 2

Limitation of the Study 2

Organization of the study 3

Chapter #2 Review of the Literature 4

Environment 4

Environmentalism 4

Environmental pollution 5

Types of pollution 5

Air Pollution 6

Noise Pollution 7

Water Pollution 8

Soil pollution 9

Chapter# 3 Research Methodology 10

Universe of the Study 10

Hypotheses 10

Tool of Data Collection 10

Sampling and Sample Size 10

Pre Test 11

Data Analysis 11

Study Period 11

Chapter# 4 Data Presentation and Data analysis 12

Table#1- Table#13 12-24

Chapter#5 Findings/ Conclusion/ Suggestions 25

References 28



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Chapter# 1 Introduction

Introduction of the study

Environmental protection is a practice of protecting the natural environment on

individual, organizational or governmental levels, for the benefit of both the natural environment

and humans. Due to the pressures of population and technology, the biophysical environment is

being degraded, sometimes permanently. This has been recognized, and governments have begun

placing restraints on activities that cause environmental degradation. Since the 1960s, activity

of environmental movements has created awareness of the various environmental issues. There is

no agreement on the extent of the environmental impact of human activity, and protection

measures are occasionally criticized.

Environmental awareness is to understand the fragility of our environment and the

importance of its protection. To define environmental awareness we must first understand the

environmentalist movement. Environmentalism is an ideology that evokes the necessity and

responsibility of humans to respect, protect, and preserve the natural world from its

anthropogenic (caused by humans) afflictions. Environmental awareness is an integral part of the

movement’s success. By teaching our friends and family that the physical environment is fragile

and indispensable we can begin fixing the problems that threaten it. Numerous resources are

available to promote environmental awareness; group learning (in or outside of class),

informational and inspirational seminars, such as our Awakening the Dreamer Program, and

environmental books and brochures are just a few of the tools that can get you involved in

promoting the environment.

Rationale of the Study

The issue of environment is a growing social problem and the environment is polluted by

the human being. The study aims to find out the factors of the environmental degradation and toanalyze the level of awareness among the students. The study is required because if the students

have a low level of awareness or if the have aware and still they pollute the environment then

how the common men won’t be contribute to pollute the environment so we have to focus first

on the students only then we can aware other members of the society.

http://en.wikipedia.org/wiki/Natural_environment

http://en.wikipedia.org/wiki/Environment_(biophysical)

http://en.wikipedia.org/wiki/Environmental_degradation

http://en.wikipedia.org/wiki/Environmental_movement

http://en.wikipedia.org/wiki/Environmental_issue

http://en.wikipedia.org/wiki/Environmental_issue


http://en.wikipedia.org/wiki/Environmental_degradation


http://en.wikipedia.org/wiki/Natural_environment



4

Organization of the Study

The research study contains five chapters. Each chapter is discussed below.

Chapter- 1

The 1st chapter provides introduction of the research problem of the study. It

encompasses rationale of the study, significance, objectives and limitations of the study.

Chapter – 2

The 2nd

chapter deals with the review of researches done previously and related literature

on the similar issue and problems.

Chapter- 3

The 3rd

chapter consists of method that was adopted to carry out the study. This chapter is

comprised of universe of the study, hypothesis, tool of data collection, pretesting and data

analysis.

Chapter- 4

The 4th

chapter contains analysis of the data collected by the researcher from the respondents.

Chapter- 5

The 5th

chapter contains findings concluded from the analysis of data, conclusion and

suggestions through which primary education can be improved.



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Chapter #2 Review of the Literature

Environment

The surroundings or conditions in which a person, animal, or plant lives or operates or

the environment includes the surroundings, conditions or influences that affect an organism or

"All that which is external to the human host. Can be divided into physical, biological, social,

cultural, etc., any or all of which can influence health status of populations". According to this

definition, the environment would include anything that is not genetic, although it could be

argued that even genes are influenced by the environment in the short or long-term. Mishra,

2003).

Environmentalism

Environmentalism is a broad philosophy, ideology and social movement regarding

concerns for environmental conservation and improvement of the health of the environment,

particularly as the measure for this health seeks to incorporate the concerns of non-human

elements. Environmentalism advocates the preservation, restoration and/or improvement of the

natural environment, and may be referred to as a movement to control pollution or protect plant

and animal diversity. For this reason, concepts such as a land ethic, environmental

ethics, biodiversity, ecology and the biophilia hypothesis figure predominantly.

At its crux, environmentalism is an attempt to balance relations between humans and the

various natural systems on which they depend in such a way that all the components are

accorded a proper degree of sustainability. The exact measures and outcomes of this balance is

controversial and there are many different ways for environmental concerns to be expressed in

practice. Environmentalism and environmental concerns are often represented by the

color green, but this association has been appropriated by the marketing industries and is a key

tactic of green washing. Environmentalism is opposed by anti-environmentalism, which takes a

skeptical stance against many environmentalist perspectives (Mishra, 2003).

The environmental movement (a term that sometimes includes

the conservation and green movements) is a diverse scientific, social, and political movement.

Though the movement is represented by a range of organizations, because of the inclusion of

environmentalism in the classroom curriculum, the environmental movement has a younger

http://en.wikipedia.org/wiki/Philosophy_of_life

http://en.wikipedia.org/wiki/Ideology

http://en.wikipedia.org/wiki/Social_movement

http://en.wikipedia.org/wiki/Conservation_movement


http://en.wikipedia.org/wiki/Pollution

http://en.wikipedia.org/wiki/Land_ethic

http://en.wikipedia.org/wiki/Environmental_ethics


http://en.wikipedia.org/wiki/Biodiversity

http://en.wikipedia.org/wiki/Ecology

http://en.wikipedia.org/wiki/Biophilia_hypothesis

http://en.wikipedia.org/wiki/Sustainability

http://en.wikipedia.org/wiki/Green#In_culture

http://en.wikipedia.org/wiki/Greenwashing

http://en.wikipedia.org/wiki/Anti-environmentalism



http://en.wikipedia.org/wiki/Green_politics


http://en.wikipedia.org/wiki/Political_movement

http://en.wikipedia.org/wiki/Political_movement


http://en.wikipedia.org/wiki/Green_politics



http://en.wikipedia.org/wiki/Anti-environmentalism

http://en.wikipedia.org/wiki/Greenwashing

http://en.wikipedia.org/wiki/Green#In_culture

http://en.wikipedia.org/wiki/Sustainability

http://en.wikipedia.org/wiki/Biophilia_hypothesis

http://en.wikipedia.org/wiki/Ecology

http://en.wikipedia.org/wiki/Biodiversity



http://en.wikipedia.org/wiki/Land_ethic

http://en.wikipedia.org/wiki/Pollution




http://en.wikipedia.org/wiki/Ideology

http://en.wikipedia.org/wiki/Philosophy_of_life



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demographic than is common in other social movements (European Public Health Alliance,

2009).

Environmentalism as a movement covers broad areas of institutional oppression,

including for example: consumption of ecosystems and natural resources into waste, dumpingwaste into disadvantaged communities, air pollution, water pollution, weak infrastructure,

exposure of organic life to toxins, mono-culture, anti-polythene drive (jhola movement) and

various other focuses. Because of these divisions, the environmental movement can be

categorized into these primary focuses: environmental science, environmental activism,

environmental advocacy, and environmental justice (Baeyens nd Martinez. 2007)

Environmental pollution

Developmental activities such as construction, transportation and manufacturing not only

deplete the natural resources but also produce large amount of wastes that leads to pollution of

air, water, soil, and oceans; global warming and acid rains. Untreated or improperly treated waste

is a major cause of pollution of rivers and environmental degradation causing ill health and loss

of crop productivity. In this lesson you will study about the major causes of pollution, their

effects on our environment and the various measures that can be taken to control such pollutions.

Human activities directly or indirectly affect the environment adversely. A stone crusher

adds a lot of suspended particulate matter and noise into the atmosphere. Automobiles emit from

their tail pipes oxides of nitrogen, sulphur dioxide, carbon dioxide, carbon monoxide and a

complex mixture of un burnt hydrocarbons and black soot which pollute the atmosphere.

Domestic sewage and run off from agricultural fields, laden with pesticides and fertilizers,

pollute water bodies. Effluents from tanneries contain many harmful chemicals and emit foul

smell. These are only a few examples which show how human activities pollute the environment.

Pollution may be defined as addition of undesirable material into the environment as a result of

human activities. The agents which cause environmental pollution are called pollutants. A

pollutant may be defined as a physical, chemical or biological substance unintentionally released

into the environment which is directly or indirectly harmful to humans and other living

organisms.

http://en.wikipedia.org/wiki/Environmental_science

http://en.wikipedia.org/wiki/Environmental_justice

http://en.wikipedia.org/wiki/Environmental_justice

http://en.wikipedia.org/wiki/Environmental_science



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Types of pollution

There are many kinds of environmental pollution which harm our environment very badly.

Some of them are air pollution, noise pollution, water pollution and Soil pollution etc.

Air Pollution

Air pollution is a result of industrial and certain domestic activity. An ever increasing use of

fossil fuels in power plants, industries, transportation, mining, construction of buildings, stone

quarries had led to air pollution. Air pollution may be defined as the presence of any solid, liquid

or gaseous substance including noise and radioactive radiation in the atmosphere in such

concentration that may be directly and indirectly injurious to humans or other living organisms,

plants, property or interferes with the normal environmental processes. Air pollutants are of twotypes (1) suspended particulate matter, and (2) gaseous pollutants like carbon dioxide (CO2),

Nitrogen Oxides NOx etc (Colls. 2002).

Here are some examples of air pollution e.g. Particulate matter suspended in air are dust and

soot released from the industrial chimneys. Fly ash pollutes air and water and may cause heavy

metal pollution in water bodies.

Tetraethyl lead (TEL) is used as an anti-knock agent in petrol for smooth and easy running of

vehicles. The lead particles coming out from the exhaust pipes of vehicles are mixed with air. If

inhaled it produces injurious effects on kidney and liver and interferes with development of red

blood cells. Lead mixed with water and food can create cumulative poisoning. It has long term

effects on children as it lowers intelligence.

Oxides of iron, aluminum, manganese, magnesium, zinc and other metals have adverse effect

due to deposition of dust on plants during mining operations and metallurgical processes. They

create physiological, biochemical and developmental disorders in plants and also contribute

towards reproductive failure in plants.

The stratosphere has an ozone layer which protects the ear th’s surface from excessive

ultraviolet (UV) radiation from the Sun. Chlorine from chemicals such as chlorofluorocarbons

(CFCs) used for refrigeration, air conditioning, fire extinguishers, cleaning solvents, aerosols



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(spray cans of perfumes, medicine, insecticide) cause damage to ozone layer chlorine contained

in the CFCs on reaching the ozone (O3) layer split the ozone molecules to form oxygen (O 2).

Amount of ozone, thus gets reduced and cannot prevent the entry of UV radiation. There has

been a reduction of ozone umbrella or shield over the Arctic and Antarctic regions. This is

known as ozone hole. This permits passage of UV radiation on earth’s atmosphere which causes

sunburn, cataract in eyes leading to blindness, skin cancer, reduced productivity of forests, etc.

Under the “Montreal Protocol” amended in 1990 it was decided to completely phase out CFCs to

prevent damage of ozone layer.

Atmospheric gases like carbon dioxide, methane, nitrous oxide, water vapour, and

chlorofluorocarbons are capable of trapping the out-going infrared radiation from the earth.

Infra-red radiations trapped by the earth’s surface cannot pass through these gases and to

increase thermal energy or heat in the atmosphere. Thus, the temperature of the global

atmosphere is increased (Colls. 2002).

Noise Pollution

Noise is one of the most pervasive pollutant. A musical clock may be nice to listen during the

day, but may be an irritant during sleep at night. Noise by definition is “sound without value” or

“any noise that is unwanted by the recipient”. Noise in industries such as stone cutting andcrushing, steel forgings , loudspeakers, shouting by hawkers selling their wares, movement of

heavy transport vehicles, railways and airports leads to irritation and an increased blood pressure,

loss of temper, decrease in work efficiency, loss of hearing which may be first temporary but can

become permanent in the noise stress continues. It is therefore of utmost importance that

excessive noise is controlled.

Noise pollution is a growing problem. All human activities contribute to noise pollution to

varying extent. Sources of noise pollution are many and may be located indoors or outdoors.

Indoor sources include noise produced by radio, television, generators, electric fans, air coolers,

air conditioners, different home appliances, and family conflict. Noise pollution is more in cities

due to a higher concentration of population and industries and activities such as transportation.



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Noise like other pollutants is a byproduct of industrialization, urbanization and modern

civilization.

Outdoor sources of noise pollution include indiscriminate use of loudspeakers, industrial

activities, automobiles, rail traffic, airplanes and activities such as those at market place,

religious, social, and cultural functions, sports and political rallies. In rural areas farm machines,

pump sets are main sources of noise pollution. During festivals, marriage and many other

occasions, use of fire crackers contribute to noise pollution.

Noise pollution is highly annoying and irritating. Noise disturbs sleep, causes hypertension

(high blood pressure), emotional problems such as aggression, mental depression and annoyance.

Noise pollution adversely affects efficiency and performance of individuals.

Water Pollution

Addition or presence of undesirable substances in water is called water pollution. Water

pollution is one of the most serious environmental problems. Water pollution is caused by a

variety of human activities such as industrial, agricultural and domestic. Agricultural runoff

laden with excess fertilizers and pesticides, industrial effluents with toxic substances and sewage

water with human and animal wastes pollute our water thoroughly. Natural sources of pollution

of water are soil erosion, leaching of minerals from rocks and decaying of organic matter. Rivers,

lakes, seas, oceans, estuaries and ground water sources may be polluted by point or non-point

sources. When pollutants are discharged from a specific location such as a drain pipe carrying

industrial effluents discharged directly into water body it represents point source pollution. In

contrast non-point sources include discharge of pollutants from diffused sources or from a larger

area such as runoff from agricultural fields, grazing lands, construction sites, abandoned mines

and pits, roads and streets.

Water pollution is the major source of water born diseases and other health problems.

Sediments brought by runoff water from agricultural fields and discharge of untreated or

partially treated sewage and industrial effluents, disposal of fly ash or solid waste into or close to



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a water body cause severe problems of water pollution. Increased turbidity of water because of

sediments reduces penetration of light in water that reduces photosynthesis by aquatic plants.

Soil pollution

Addition of substances which adversely affect the quality of soil or its fertility is known as

soil pollution. Generally polluted water also pollute soil. Solid waste is a mixture of plastics,

cloth, glass, metal and organic matter, sewage, sewage sludge, building debris, generated from

households, commercial and industries establishments add to soil pollution. Fly ash, iron and

steel slag, medical and industrial wastes disposed on land are important sources of soil pollution.

In addition, fertilizers and pesticides from agricultural use which reach soil as run-off and land

filling by municipal waste are growing cause of soil pollution. Acid rain and dry deposition of

pollutants on land surface also contribute to soil pollution (Environmental Science Notes, n.d).



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Chapter# 3 Research Methodology

Universe of the Study

Universe is an area, from where data is collected. It is also called population. There are

no hard and soft rules to determine the universe. It depends on the nature and scope of the

investigation. Universe of the study indicates the territorial limits within which the researcher

conducts his research. It delimits the area where the researcher has to carry out his investigation.

In case universe of the study is not specified, it would become boundless and thus difficult to

manage (Creswell, 2007).

Universe for this research was the students of the sociology department.

Hypotheses

“E nvironmental pollution in the University of Peshawar is due to the unawareness of the

students.”

“The students are aware of the consequences of their acts which pollute the environment.”

Tool of Data Collection

Questionnaire was selected as tool of data collection, which the respondent answershimself.

Questionnaire is a set of questions arranged in such a manner that information on

variables can be collected. The respondent is free to responds the questions as he likes. The

respondent is morally bound to reply correctly (Taga. A. H, 2007).

Sampling and Sample Size

20 students were selected for the data collection. The purposive sampling was used as the

data were collected by the student of sociology department. Under the purposive sampling quota

sampling technique was used, questionnaire was distributed among 10 male students and 10

female students.



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Pre Test

To cover the demerits of the study, one questionnaire was administered for pretesting,

which proved to fulfill the requirements of the study.

Data Analysis

The data obtained through questionnaire was tabulated for the act of interpretation

followed by analysis to reach the actual findings.

Study Period

Date of commencement

The study started on 16 December, 2013.

Date of completion

The study completed on 20 December, 2013.



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Chapter# 4 Data Presentation and Data analysis

Table# 1 Classification of 20 respondents on the basis of age and sex

Age 19 20 21 22 23 24 25 Avg age

Male 0 0 1 4 2 1 2 22.9

Female 1 2 2 2 2 0 1 21.6

Total 1 3 3 6 5 0 1 22.25

Total 20 respondent was selected for filling questionnaire. Out of 20, 10

were male and 10 were female. Average age of the respondent was 22.25 years, where the

average age of male respondent was 22.9 and that of female was 21.6.

0

5

10

15

20

25

19 20 21 22 23 24 25 Avg age

Male

Female

Total



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Table#2 no of Students Who Use Polythene bags

Using polythene

bags

Yes No % of student, who use plastic

bags

Male 9 1 90

Female 10 0 100

Total out of 40 19 1 95

This graph shows the percentage and the no of students who use polythene bags for

bringing fruits and vegetable etc. the total 19 students answered that they use polythene bag

where 1 answered that he doesn’t use it. Total 95% of students use polythene bags where the

90% males students do use it and the females 100% use polythene bags.

0

20

40

60

80

100

120

Yes No % of student, who use plastic

bags

Male

Female

Total out of 40



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Table# 3 number of polythene bags used per day by the students

No of bags use by

students

1 2 3 4 or above

Male 2 2 1 4

Female 4 2 0 4

Total 7 3 1 9

This graph shows the numbers of polythene bags use by students. Most

of the students use 4 or more than 4 bags per day whereas some use 3, 2 and 1 bag daily.

0

1

2

3

4

5

6

78

9

10

1 2 3 4 or above

Male

Female

Total



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Table#4 what students do with the polythene bags after using it?

after using

plastic bag

Throw

bags in

dustbin

Don’t throw

plastic bag in

dustbin

Aware of the

consequences and

still do it

Don’t aware of the that’s

why they don’t throw it in

dustbin

Male 3 6 2 4

Female 6 4 1 3

Total 9 10 3 7

The graph shows that what students do with polythene bag after using it

and also that whether aware of the consequences of not throwing it into any proper place or

dustbin. Majority of male students not throw the polythene bags into the dustbin while some

throw it into the dustbin. Those who don’t throw it into dustbin are mostly unaware of the

consequences of their act while some male students are aware of the adverse effects of polythene

bag on the environment but they still don’t throw in the proper place in order to recycle it. On theother hand majority of female students do throw it in a dustbin etc whereas some don’t. most of

the students who don’t throw the polythene bags into dustbin or any proper place are unaware of

the consequences of the their act.

0

2

4

6

8

10

12

Through bags in

dustbin

Don’t through plastic

bag in dustbin

Aware of the

consequences and still

do it

Don’t aware of the

that’s why they don’t

through it in dustbin

Male

Female

Total



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Table#5 number of students who use plastic bottle for mineral water, and nunmbers of

plastic bottles being used by them

Plastic bottles

for mineral

water

Yes No 1 bottles

per day

2 bottles

per day

3 bottles

per day

4 or more

than 4 bottles

Male 8 2 1 2 1 4

Female 8 2 2 1 0 5

Total 16 4 3 3 1 9

The respondents were asked about the using mineral water for drinking

purpose. The above graph shows the data which is given by them. Most of the respondents use

plastic bottles for mineral water which also add to the environmental pollution. Most of the

students use 4 or more than 4 bottles daily for drinking while some also use 3, 2 or 1 bottle per

day. Total 16 out of 20 students using bottles for mineral water where 8 out of 10 male studentsuse it and same is the case of females students.

0

2

4

6

8

10

12

14

16

18

Yes No 1 bottles per

day

2 bottles per

day

3 bottles per

day

4 or more than

4 bottles

Male

Female

Total



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Table#6 what students do with the plastic bottles after using it for mineral water? Are they

aware of the consequences of their act if throw it in improper place?

after using

plastic

bottle

Throw plastic

bottles in

dustbin

Don’t throw

plastic bottles in

dustbin

Aware of the

consequences and

still do it


that’s why they don’t

throw it in dustbin

Male 2 6 2 4

Female 4 4 1 3

Total 6 10 3 7

The above graph shows that most of the students don’t throw the plastic

bottles into the dustbin or any other proper place while some throw it into dustbin. There is the

significance numbers of students who throw the plastic bottles in the improper place or they

pollute the environment are unaware of their act where is some student aware of that it is harmful

for our environment but they still do it.

0

2

4

6

8

10

12

Through plastic bottlesin dustbin

Don’t through plasticbottles in dustbin

Aware of theconsequences and still

do it

Don’t aware of thethat’s why they don’t

through it in dustbin

Male

Female

Total



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Table#7 number of students snack chips and numbers of packs of chips eat by them.

Plastic bottles

for mineral

water

Yes No 1 pack of

chips per day

2 packs of

chips per

day

3 packs of

chips per

day

4 or more than 4

packs per day

Male 9 1 1 2 1 5

Female 7 3 1 2 0 4

Total 16 4 2 4 1 9

This graph shows that how much students snacks chips. So total 16

students out of 20 do eat packed chips like lays. 7 out of 10 female do eat chips and 9 out of 10

male students do eat it. Significance numbers of students do eat 4 or more than 4 packs daily

whereas some others do eat 3, 2 or 1 pack per day.

0

2

4

6

8

10

12

14

16

18

Yes No 1 pack of chips

per day

2 packs of chips

per day

3 packs of chips

per day

4 or more than

4 packs per day

Male

Female

Total



20

Table#8 what students do with the plastic pack after eating chips, do they throw it in a

dustbin or not and if not are they aware of the consequences of their act?

after eating

chips

Throw

plastic pack

in dustbin

Don’t throw

plastic pack

in dustbin

Aware of the consequences

and still they don’t throw it

in a dustbin

Don’t aware of the that’s

why they don’t throw it

in dustbin

Male 5 4 1 3

Female 4 3 1 2

Total 9 7 2 5

The above table shows that what students do with the plastic pack of the

student and whether they aware of the consequences of their acts or not. Total 9 students out of

16 throw the pack into the dustbin whereas the remaining 7 don’t. the majority of thos e who

don’t throw the plastic pack into the dustbin are unaware_____5 out of 7 are unaware of their act

and the remaining 2 are aware of their act that their act pollute the environment.

0

1

2

3

4

5

6

7

8

9

10

Through plastic pack in

dustbin

Don’t through plastic

pack in dustbin

Aware of the

consequences and stillthey don’t through it in

a dustbin


that’s why they don’tthrough it in dustbin

Male

Female

Total



21

Table#9 No of students eat fast food, and do they throw the leftover in a proper place like a

dustbin or not? And if not are they aware of the consequences of their act or not?

Do you eat

Fast food and

what you do

with leftover

yes No Throw left

over in a

dustbin

Don’t

throw it in

dustbin

Aware of the

consequences of

not throwing in a

dustbin

Don’t Aware of

the

consequences of

not throwing it

in a dustbin

Male 6 4 3 3 1 2

Female 7 3 4 3 1 2

total 13 7 7 6 2 4

Total 13 out of 20 students do use fast food for eating and the remaining

don’t eat fast food. The respondents were asked that what they do with the leftover. 7 of the

respondent answered that they throw it in a dustbin and 6 answered that they don’t throw it intothe dustbin, majority of the student were unaware of their act that it pollute the environment and

it has the negative impacts on public health where some of the students were aware of their act

but they still practicing doing it.

0

2

4

6

8

10

12

14

yes No Through left

over in a

dustbin

Don’t through it

in dustbin

Aware of the

consequences

of not

throughing in a

dustbin

Don’t Aware of

the

consequences

of not

throughing it in

a dustbin

Male

Female

total



22

Table#10 No of students eat fruits, and do they throw its peel in a proper place like a


Do you eat

fruits and what

you do with its

peel

yes No Throw peel

in a dustbin

Don’t

throw peel

in dustbin

Aware of the

consequences of

not throwing peel

in a dustbin

Don’t Aware of

the

consequences of

not throwing it

in a dustbin

Male 10 0 4 6 2 4

Female 10 0 6 4 1 3

total 20 0 10 10 3 7

The above graph shows that all the students do eat fruits where half of

the students throw the peel into the dustbin and the remaining half don’t throw it into the dustbin.

Those who don’t throw it into dustbin are the majority unaware of that it create po llution and

some are aware of it but still continuing to throw the peel into public places, parks and roads etc.

0

5

10

15

20

25

yes No Through peel in

a dustbin

Don’t through

peel in dustbin

Aware of the

consequences

of not

throughing peel

in a dustbin

Don’t Aware of

the

consequences

of not

throughing it in

a dustbin

Male

Female

total



23

Table#11 No of students smoke cigarette, and do they throw its peel in a proper place like a


Do you smoke

cigarette and

what you do

with its filter

after smoking

yes No Throw filter

in a dustbin

or any other

proper

place

Don’t

throw it in

dustbin

Aware of the

consequences of

not throwing in a

dustbin

Don’t Aware of

the

consequences of

not throwing it

in a dustbin

Male 2 8 0 2 2 0

Female 0 10 0 0 0 0

total 2 18 0 2 2 0

The above graph and table shows that 20 percent of male students do

smoke cigarette whereas the 0% female students smoke cigarette. Total 2 out of 10 male students

smoke cigarette and they don’t throw the filter into the dustbin or any other proper place,moreover they are aware of that they pollute parks ground and other places where they throw the

filters but still they do it.

0

2

4

6

8

10

12

14

16

18

yes No Spit it in a

dustbin or any

other proper

place

Don’t spit it in

dustbin or any

proper place

Aware of the

consequences

of not spiting it

in a dustbin or

any proper

place

Don’t Aware of

the

consequences

of not spitting it

in a dustbin or

any proper

place

Male

Female

total



24

Table#12 no of students uses snuff, and do they spit it in a proper place like a dustbin or

not? And if not are they aware of the consequences of their act or not?

Do you use

snuff and do u

spit it in a

dustbin or any

proper place

yes No Spit it in a

dustbin or

any other

proper

place

Don’t spit

it in

dustbin or

any proper

place

Aware of the

consequences of

not spiting it in a

dustbin or any

proper place

Don’t Aware of

the

consequences of

not spitting it in

a dustbin or any

proper place

Male 3 7 0 3 3 0

Female 0 10 0 0 0 0

total 3 17 0 3 3 0

The case of snuff is much more similar to that of cigarette. The 30%

male whereas the 0% female do use it and all those who do it, they throw it in the public placesinstead of throwing it in dustbin or some other proper place. the other interesting thing is same in

the smoker and snuff user that they are aware of that they pollute the environment and they still

do it.

0

2

4

6

8

10

12

14

16

18

yes No Spit it in a

dustbin or any

other proper

place

Don’t spit it in

dustbin or any

proper place

Aware of the

consequences

of not spiting it

in a dustbin or

any proper

place

Don’t Aware of

the

consequences

of not spitting it

in a dustbin or

any proper

place

Male

Female

total



25

Table#13 no of students listen music, and do they listen it on headphones etc or woofers?

And they listen it on woofer then whether they listen it loudly or on normal volume and if

they listen it loudly then whether they aware of the consequences of the loud music on the

external environment or not?

Do you

listen

music,

and how

yes No Head

phones

woofers on

woofers

Loudly

normal

volume

on

woofers

Aware of

consequences

of loud music

and still listen

it loudly

Not aware of

the

consequences

loud music on

woofers

Male 10 0 6 4 4 0 2 2

Female 10 0 9 1 0 1 0 0

total 20 0 15 5 4 1 2 2

This table shows that 20 out 20 respondents listen the music, most of

female students listen it through hands free or headphones or earphones where the majority of

male students listen it through woofers. Those who listen loudly through woofers are disturbing

for others and it also creates noise pollution. None of the female student from my respondent is

listen music loudly through woofers. Half of those male students who listen music on woofers

loudly are aware and other half are unaware of that their music creates noise pollution.

0 5 10 15 20 25

yes

No

Head phones

woofers

on woofers Loudly

normal volume on woofers

Aware of consequences of loud music over…

Not aware of the consequences of loud music…

total

Female

Male



26

Chapter# 5Findings/conclusions/suggestions

Average age of the respondent was 22.25 years, where the average age of male

respondent was 22.9 and that of female was 21.6.

95% of students use polythene bags where the 90% males students do use it and the

females 100% use polythene bags

Most of the students use 4 or more than 4 bags per day whereas some use 3, 2 and 1 bag

daily

most of the students who don’t throw the polythene bags into dustbin or any proper place

are unaware of the consequences of the their act

Few students who are aware of the consequences of their act and they still throw

polythene bags in public places

Total 16 out of 20 students using bottles for mineral water where 8 out of 10 male

students use it and same is the case of females students

significance numbers of students who throw the plastic bottles in the improper place or

they pollute the environment are unaware of their act

some student aware of that it is harmful for our environment but they still do it

16 students out of 20 do eat packed chips like lays

7 out of 10 female do eat chips and 9 out of 10 male students do eat it

Significance numbers of students do eat 4 or more than 4 packs daily

9 students out of 16 throw the pack into the dustbin whereas the remaining 7 don’t throw

it in dustbin

5 out of 7 are unaware of their act and the remaining 2 are aware of their act that their act

pollute the environment

13 out of 20 students do use fast food for eating and 7 don’t eat fast food

7 of them throw the leftover in a dustbin and 6 do not

majority of the student were unaware of their act that it pollute the environment and it has

the negative impacts on public health

some of the students were aware of their act but they still practicing doing it



27

all the students do eat fruits

half of the students throw the peel into the dustbin and the remaining half don’t throw it

into the dustbin

those who peel of the fruite in public, majority are unaware of that it create pollution and

some are aware of it but still continuing to throw the peel into public places, parks and

roads etc

20 percent of male students do smoke cigarette whereas the 0% female students smoke

cigarette

2 out of 10 male students smoke cigarette and they don’t throw the filter into the dustbin

they are aware of that they pollute parks ground and other places where they throw the

filters but still they do it

30% male whereas the 0% female do use snuff, all those who do it, they throw it in the

public places instead of throwing it in dustbin or some other proper place are aware of the

consequences of their acts

20 out 20 respondents listen the music

female students listen it through hands free or headphones or earphones mostly

majority of male students listen it through woofers

None of the female student from my respondent is listen music loudly through woofers

Half of those male students who listen music on woofers loudly are aware and other half

are unaware of that their music creates noise pollution

Conclusion

Hence the hypothesis is proved that most of the students is doing some

acts and they are unaware of the consequences of their acts. Whereas few students are aware but

they still doing it, so the second hypothesis is also exist a little bit. In some cases like smoking

and using snuff, respondents pollute the environment deliberately, at that point the second

hypothesis is also proved.



28

Suggestions

There should be awareness sessions, workshops and movement for the

awareness of environmental protection. And for few students who is aware and still pollute the

environment through certain acts, the resocialization and some other psychological treatment is

needed like counseling etc. and the student are the vital parts for the protection of the society,

they need to aware the students and as well as the other people of the society.



29

References

.Creswell, J.W. (2007). Qualitative inquiry & research design (2nd

ed.). USA: Sage

Publishers.

. Colls, J. (2002). Air Pollution. New York: Spon Press.

. Mishra, V. (2003). Health Effects of Air Pollution. Pdf copy.

.Taga. A. H, (2007). Theory and Research in sociology. Lahore: A.H. Taga Publication.

. G. Baeyens, M. L. Martinez (2007). Coastal Dunes: Ecology and Conservation. Pdf copy.

. European Public Health Alliance, (2009). Air, Water Pollution and Health Effects. Retrieved

from http://www.epha.org/r/54

. Environmental Science Senior Secondary Notes; pdf copy retrived

from:http://download.nos.org/333courseE/10.pdf

http://books.google.co.uk/books?isbn=3540740023






30

TO ANALYZE THE AWARENESS ABOUT ENVIRONMENTAL

PROTECTION AMONG THE STUDENTS

QUSTIONIARE

Name______________________ Age_____________________

Sex________________________ Semester_________________

1. Do you use polythene bags for bringing Fruit and vegetable etc?

a. Yes b. No If yes, then

2. How many do you use daily for your needs?

a. 1 b. 2 c.3 d. 4 or above

3. Do u through it in a dustbin or any proper place?

a. Yes b. No If no, then

4. Are you aware of its consequences?

a. Yes b. No If yes Give the reason for your action

________________________________________________________________________

________________________________________________________________________

5. Do you use plastic bottles for mineral water?

a. Yes b. No If Yes

6. How many do you use daily for your needs?


7. Do u through it in a dustbin or any proper place?


8. Are you aware of its consequences?


________________________________________________________________________

________________________________________________________________________

9. Do you eat/snack chips?

a. Yes b. No If Yes, then



31

10. How many do you eat/snack daily?


11. Do u through plastic pack of the chips in a dustbin or any proper place?

a. Yes b. No

12. If no, are you aware of its consequences?


________________________________________________________________________

________________________________________________________________________

13. Do you eat fast food?


14. Do you through the leftover (the portion of the meal which is remained) to the dustbin or

any other proper place?


15. Are you aware of the consequences of your action?

a. Yes b. No If yes, then give the reason for your action

________________________________________________________________________

________________________________________________________________________

16. Do you eat fruits like banana and mango etc?


17. Do you through its peel (chilka) in a dustbin or any other proper place?


18. Are you aware of the consequences of your action?


________________________________________________________________________

________________________________________________________________________

19. Do you smoke cigarette?

a. Yes b. No If yes then



32

20. Do you through the filter in any proper place or dustbin?


21. Are you aware of the consequences of your action


________________________________________________________________________

________________________________________________________________________

22. Do you use snuff (naswar)?


23. Do you spite it in a dustbin or any other proper place

a. Yes b.No If no, then

24. Are you aware of the consequences of your action


________________________________________________________________________

________________________________________________________________________

25. Do you listen music?


26. You listen music on the

a. headphone/ earphone/ hands free b. woofer/ speakers if option b, then

27. Do you listen music at full/ high volume?

a. Yes b. No if yes then

28. Do you aware the bad effects of listening music on full/ high volume on the outside

environment?


________________________________________________________________________

________________________________________________________________________

to analyze the awareness about environmental protection among the students a case study of sociology...

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