week14-prop dr.aziah ver2

8/3/2019 WEEK14-Prop Dr.aziah Ver2

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UNIVERSITY TECHNOLOGY MARA (UiTM)

FACULTY of EDUCATION

M.ED EDUCATIONAL MANAGEMENT AND LEADERSHIP (ED 775)

EDU 702

RESEARCH METHODOLOGY

INDIVIDUAL ASSIGNMENT

PROPOSAL FOR MASTER RESEARCH : Students Awareness, Attitude and

Intention Towards Urban Environmental Problems Among Undergraduates

Students of Faculty Education, UiTM.

PREPARED BY :

LAILY ZULIA ZAINUDIN (2011811714)

PREPARED FOR :


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ASSOCIATE PROF. DR AZIAH ALIAS

CHAPTER ONE

1.1 Background of the Study

Malaysia, nowadays increasingly become urbanized to be the same level as other countries in

the world. At the twentyfirst century, almost half of the worlds population (roughly three

billion people) is living in urban areas. In the next twentyfive years, nearly two billions

Malaysians will move to cities estimated. According to projections, by the year 2020, out of

three people two of them projected to be living in urban areas (Tyler, 1989). The significant

growth and distribution of population in urbanization and attraction is the main factor (Tyler,

1989). By 2025, 77% from the total world urban population in developing country will be living

in urban areas. The beginning of interaction between people and their environment resulted in

the industrialization and high population growth come with the process of urbanization.

According to Piracha (2003), the extraction and depletion of natural resources, the disposal of

urban wastes the conversion of land to urban uses impact on global impact and related to urban

environment problems. Besides, lack of infrastructure and efficient social organization in

absence also contribute to environmental problems in the earth (Gottdiener and Leslie, 2005).

In addition, causeless impact of several form of economic growth and lack of development

both arising the environmental challenges (WCED, 2004). The industrialization in developed

countries in terms of urbanization, more turgid causes air pollution, acidic rain, accumulation of

hazardous wastes, climate change, ozone layer depletion, lost of biodiversity, deforestation and

other pertaining problems. All this reflect on the environmental global problem. Besides, the

major problems in urban areas in developing countries are the lack of adequate sewage treatment

facilities, pure drinking water, encroachment of open space, littered garbage in the streets,

polluted river water (Kombewibard, 2002). Refer to Dierig (1999), the attraction the rural

population migrate to cities due to job potential and trade prospect in large cities resulted in the


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economic activities and expansion of industries. Furthermore, the deforestation of surrounding

regions; the reduction or depletion of water supplies in surrounding regions; sewage, solid waste,

energy, water, loss of green and natural spaces, traffic, air, and noise pollution; inadequate

collection and inappropriate disposal of wastes; and poor housing conditions will impact on

global environment problems (Tyler, 1989).

In despite of increasingly of the number of lack awareness about the environment issues, the

serious level of the environmental problems in urban areas, create the society through education

among this scenario. This society purpose on the starting of good awareness of the fact that

physical and biological aspects are inter lacking and internal connection will survival the world.

The truth is, mankind is actor who can survive on this planet. This also includes students. The

role of the education and environment (Daisaku Ikeda, president Soka Gakkai International as

stated in Srinivisan, 2004) stated that If people have to take environmental issues as their

personal concerns and harmonize their efforts for our common future, the role of education

becomes vital. Only education can provide the drivingforce for such a renewal of awareness.

Education should encourage understanding the ways that environmental problems intimately

connect to our daily lives..., must also inspire the faith that each ofus has both the power and

the responsibility to affect positivechange on a global scale.

In Swedish Higher education, they offer some of large number of courses for undergraduate

and postgraduate levels. National Agency for Higher Education (2001) stated according to

survey, sustainable development courses are introduced to 3 of 37 universities and university

colleges which covering the environmental issues or sustainable development. 16 universities

offer courses regarding environmental issues or sustainable development for undergraduate level

and fourteen educational institutions offer environmental introductory courses in specific

(Cecelia, 2005). Moreover, these universities and university colleges are also offering

Environmental Science programs leading to undergraduate and postgraduate student, and also

a number of civil engineering programs concentrated on environmental engineering. The

students conceptions of ecology and environmental issues, and learning process were viewed

according the students aims in their studies called project which are including the analysis


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about the students perspective on the environmental education, perceptions on environmental

problems then their actions and utterances in educational interviews and setting (Cecilia, 2005).

Thus, the main point of education is to instruct the students the directions in this live in align

of his life and developing in their mind to carry on their environment. This is to deal with the

reality. In order to increase awareness, the development countries should design the environment

statement through education and rely on the next generation and population to be aware and

concerned about the environment and related issues.

1.2 Problem Statement

The mankind endanger with the polluted environment in their survival on the planet by

forbidding. Any nations boundaries cannot confine the environment issues contributing to

country and region. But it brings impact on a global scale. In the metropolitan areas, these

problems become more dangerous. University Technology Mara (UiTM), Shah Alam like many

higher learning institution in the city faces a number of these environmental problems. During

rainy seasons, flooding and stagnant water always occur. Nevertheless, there are poor converge

of water supply and sanitation, discharge and solid waste collection. Raw domestic sewage,

industrial and most hazardous waste polluted the surface water bodies. Even regularly collected

sludge from latrines is not covered. The environmental pollutions are serious issues among the

residents at the city and risk health (Dierig, 1999). The central part in the world in general and

metropolises in details discuss the problems environment and the inducing changes in living.

Beginning, considered as a part of technical and economic problems, environmental problems

linked with the social dimensions problems such like public attention and peoples attitudes

towards environment concern (Kalantari et.al, 2007).

Furthermore, this natural event in the great scale environmental problems has induced a

global concern about the conservation and protection of the earths environment. Therefore,

environmental awareness or awareness among the masses requires more global efforts. Only


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education can make mankind knowing and perceiving. Through education, mankind realizes that

they are supposed to be aware of their surroundings, sensations and thoughts about environment

and environmental problems. Besides, awareness completed the action. In the school, the

environmental education aim is to introduce and sensitize the young minds about the

environmental problems and concerns, moreover in benefit of environment can infuse them in

personal health and their social attitude of it (Alison et.al. 2011). We can describe the

environmental education as important because environmental education is a better transport to

bring on a change, a enemy of all evils and a powerful weapon for prevention to play a central

role in the society. To make humankind sensitive and alert to nature, they need of the hour of a

thought environmental education programs.

The education workshop is basically designed to create people who are aware of and

concerned about the environment and its associated problems. So, through programs such as

these, knowledge, skill, attitudes, motivation and commitment to work individually or together in

teamwork can be delivered to people towards the answering the current issues and prevention of

future environmental problems (UNESCO-UNEP, 1990). The environmental problems require a

specialist and educator to point out the crisis of environment awareness starting with the proper

understanding then alternately the education system at all level can be rooted regarding these

issues. Everything else will come in its time when people derive their ideas and suggestion. But,

only being aware of the negative impacts does not attain of the goal (Shobeiri et.al, 2007).

In depth, the environmental education is an attempt to re-arrange the education to align

with the basic aims towards personal and social competence so that the environment competence

will be accomplished. Through the syllabus in the Biology course offered in UiTM to the

Faculty Education undergraduate, the whole philosophy recognizing our environment as will

introduce, the needed and understanding about the environment sustainability in the same case

will given to personal and social well being. Today, we are facing a lot of environment problems

regarding with mankinds behavior to their environment. In despite of todays students, their role

in the future are leaders and decision makers who can determine and influence the population

distribute, the process of urbanization, the sustainable development and environment

preservation through the country, we need them to satisfying this demanding. Readily, further


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students awareness, attitude and intension towards the environment and recommendation about

the environment, it is a necessity to recognize the levels of awareness, attitude and intension they

parties in these areas, and as such there are limited number of researches which were conducted

in this field.

1.3Objective of the Study

At the baseline, this research will be carried out to satisfying the following objectives:

i. To investigate the students awareness, attitude and intension about urban environmental

problem.

ii. To investigate students level of awareness, attitude and intension about urbanenvironmental problems.

iii. To determine the relationship between the variables awareness, attitude and intension

iv. To identify the sources of students environmental awareness.

1.4 Research Questions

This research is aimed to answer the following major questions.

i. What is the students environment awareness, attitude and intension predicted about

urban environmental problem?

ii. What is the level of students environmental awareness, attitude and intension?

iii. What type of relationship among students environmental awareness, attitude and

intension?

iv. What are the main sources of students environmental awareness?

1.5 Significant of the Study


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This research will be conducted on the level of students awareness, attitude and intension in

relation to environmental problems at urban area in the scope of university student perspective.

The major significance of this research finding is to give information on the level of students

awareness, attitude and intension on issues regarding urban environmental problems, their major

causes and management techniques. This information is expected to be valuable for those who

are engaged in the activities of curriculum development to show the directions of change in their

curriculum revision with respect to environmental education and to incorporate environmental

issues in the school subjects at all levels by keeping the students cognitive development for

understanding the various environmental issues. Moreover, this research is also significant for

individuals, groups, organizations, students and other interested groups to have better

understanding about the contribution for sustainable urban environment. Thus, it can serve as a

good reference for the new issue of environment.

1.6 Limitation of the Study

This study is a descriptive quantitative examination from Faculty Education undergraduate

students UiTM. This paper is limited to assess the students awareness, attitude and intension

about urban environmental problems. The correspondents are limited to UiTM students only.

Though the purposes are complicated to measure in short-term, a group of 100 undergraduate

students from Faculty Education which is final year in 2012 will be distributed with a set

questionnaire to them.

1.7 Definition of Terms

Environmental Awareness: The setting in mindful of the sensitivity and concerning towards the

environment and its problems

Environmental Attitude: The setting in the behavior about the action towards on values,

feelings of concern, and motivations when participated in the environmental improvement and

protection


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Favorable Attitude: Depends on the students approval or support for a given environment

problem

Unfavorable Attitude: Depends on the students disapproval or feeling of dislike towards

environmental issue

Urban Environmental Problems: Something is the source of danger present that will be

resulting in affect the human well being in future whether to introduce the damage. This will be

show in the physical environment, originating in or assuming urban area

Environmental Education: The activities of educating or instructing to the group of people

especially called student that impart knowledge or skillin developing specially for students, and

for population in generally towards on the total of environmental matter and its associated issues.

This is a gradual process of acquiring knowledge, skills, attitudes, motivations and commitment

to work individually or in team toward solutions of current environment problems and the

prevention of new ones

Environmental Intension:The anticipated outcome that is intended or that guides the students

planned actions in present or in to engage the attitude and behavior to involving the positive

behavior of environmental behavior. This exhales from humankind willingness itself to

contribute the environmental security


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CHAPTER TWO

2.0 Review of Related Literature

The theoretical framework is built up to determine the way that individuals decide to

participate in different forms of pro-environmental attitude. To play the key role in linking

people, the information and action to environmental risk and individual responsibility produce

the right and specific action in avoiding the risk (Kollmuss and Agyeman, 2002).

Based on Ajzen and Fisheins theory of planned behavior, Model of Responsible

Environmental Behavior referred in the Meta analysis of 128 pro-environmental behavior

research studies and found six variables associated with responsible pro-environmental behavior

(Hines et.al, 1986-87). These six factors that influence pro-environmental behavior and an

explanation towards on environmental issues are awareness of issues, knowledge of action

strategies. locus of control, attitude, verbal commitment and last not less is individuals sense of

responsibility: (Chawla ,1998)

Graphic 2.1 : Model of Predictors of environmental behavior adopted from (Hines et al., 1986 as

cited in Kollmuss and Agyeman, 2002).


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But, in the previous research has shown that based on awareness of the effect

environment, mankind can express their concern. Practices needed when to stabilize ones new

behavior but it is difficult to link the knowledge of environment and pro-environment behavior

(Fliegenschnee et.al1998 cited in Kollmuss and Agyeman, 2002). Besides, the duration of the

learning process, more effective action regarding the environment issues and when the long

education does not necessarily mean increased pro-environmental attitude.

UNESCO (1978) stated that the goal and objective in the environmental education consist

of the clear awareness and concern about economic, social, political and ecological

interdependence in urban and rural areas, make humankind prepared with knowledge and skill to

face the environment issues and protect them, behavior of person or group or society will build

up. This statement supported with the priority of the attitude influencing human behavior

(Newhouse, 1990). People living with their values, (Diekmann et.al(1992) as cited in Newhouse

1990) find that the people with a high level of awareness do not make big lifestyle scarifies. This

supported with many gaps will block the environmental attitude and pro-environmental behavior

in Grob (1991) research.

In addition, the researcher found results linked between environmental awareness and

attitudes. Turkish students generally have favorable attitudes and interest toward environmental

issues. This statement is based on the research Turkish students view on environmental

challenges with respect to gender Cavas et.al, (2009). From Intentions to Actions: The Role of


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Environmental Awareness on College Students research was conducted by Schmidt (2007) to

compared the result to define environmental course whether student enrolled or not enrolled in

the difference of pro-environmental attitudes and behaviors.

Urban areas rapidly grown with less provision for sewage and street drains, covered with

rain water and flooding during storms become highly environmental and impact on the

development. The pollution of streams, ponds and lakes in the metropolitan region and even the

drinking water causes from this run off (WCED, 2004).

CHAPTER THREE

3.1 Research Design

The main objective of this research is to investigate students awareness, attitude and intension

about urban environmental problems. The target population of this research includes preparatory

students who are selected from Faculty Education, UiTM. A quantitative research design is used

to answer the research questions and evaluate the students perceptions about the environment

awareness and issues.

3.2 Data Sources

In this research both primary data sources were used. The primary sources are the preparatory

students and it was collected by using awareness tests, Likert scale and adapted questionnaire.

The secondary data sources of this research include books, journals, internet web-sites, student

text books and other published and unpublished.


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3.3 Subjects and Sampling Procedures

The Faculty of Education UiTM has more than 300 students. This faculty consists of three major

courses, which are TESL (Teaching English As Secondary Language), Biology and Education.

This is not including the part-timer students, PJJ (Pengajian Jarak Jauh), Executive Mode and so

on.

First, the selected 100 undergraduate students were recognized. Almost, focus to final

year students. The demographic part of gender, previously education background, age also

included in this survey. This questionnaire will be distributed randomly to 50 Biology

Undergraduate Students and 50 non-Biology Undergraduate Students. The main reason of

including students from the different types in this study is to identify the differences on students

environmental awareness, attitude and intension based on courses types. This sampling technique

is good to ensure that the subjects included in the sample are selected in diversity. The sampling

size of participants was calculated before by using the population sampling size software.

Next, a set of questionnaire consists of three parts prepared to gather data on the sources

of students environmental information. This set of questionnaire consists of three parts. Firstly,

awareness test. A total of 31 questions were written for the awareness category of the

instrument. They are all multiple-choice type questions with only one correct answer and they

incorporate issues related to urbanization and its environmental impact in a global and local

perspective. This parts of question can overview he/she has awareness in the given issue and

wrong response in a given issue interpreted as the student lacks awareness in that issue. Secondly

and thirdly, attitude inventory test to identify students attitude concerning urban environmental

issues a standardized Likert type of scale was employed and intension inventory test to

measure students intension or willingness to improve the environment. Likert scale applies the

scales ranging from strongly agree to strongly disagree. There were 19 items presented to

measure students attitude of these some of the items forward definite favorableness while the

remaining items forward definite unfavorable. In assigning values to favorable items the scale


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were weighted going from strongly agree, agree, undecided, disagree, strongly disagree, having

5, 4, 3, 2, 1 values respectively. But, in the case of unfavorable items these values were reversed

in the scale strongly disagree, disagree, undecided, agree, strongly agree, having 5, 4, 3, 2, 1

values respectively.

3.4 Data Organization and Analysis

Simple descriptive statistics was used to summarize results on students

awareness, attitude and intension in relation to urban environmental issues

using frequency tables and graphs. To check whether there is a statistically

significant difference in students awareness, attitude and intension basedon gender, age, academic background independent sample t-test was

employed. In order to check whether there exist statistically significant

differences in the students performance in the awareness, attitude and

intension test based on their age and school One-way Analysis of Variance

(ANOVA) was employed. SPSS 16.0 version for windows was employed in the

process of data analysis.

3.5 Variables of the study

The independent variables of this research are gender, age, academic

stream, grade level and course type while the dependent variables are

students environmental awareness, attitude and intentions to take pro-

environmental action


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REFFERENCES

Tyler, M. (1989). Living in the Environment: An Introduction to Environmental

Science/Sixth Edition, Wadsworth Publishing Company Belmont, California.

Piracha, L. (2003). Urban Ecosystem Analysis, Identifying Tools and MethodsUNU/IAS http://www.ias.unu.edu/binaries/UNUIAS_UrbanReport2.pdf(accessing on

1st October 2011)

Gottdiener, M. and Leslie, B. (2005). Key Concepts in urban studies, London

WCED (2004) .The sustainable Urban development: Towards sustainable

development excerpted from our common future, Edited by Stephen.

Wheeler and Timoty Beatly ,urban reader series ,Routledge ,London and New

York.

Kombewibard, J. (2002). Development and cities: Institutionalizing the

concept of environmental planning and management: success and

challenges in Dar es salaam , Oxfam
http://www.ias.unu.edu/binaries/UNUIAS_UrbanReport2.pdfhttp://www.ias.unu.edu/binaries/UNUIAS_UrbanReport2.pdf


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Dierig, S. (1999). Urban Environmental Problems in Addis

Ababa:Problems,Policies ,Persepectives and the role of NGOs, Institute of

African affairs

Srinivasan, U. (2004). Environmental education a tool to create a greener

world Vol.14 No.6 June 2004 Http://www.devalt.org/newsletter/ju04/ of_1.htm

(accessing on 12th November 2011)

Shobeiri, M., Omidvar, B. and Prahallada, N. (2007) A comparative study of

Environmental Awareness among Secondary school students in Iran and

India, Int. J. Environ. Res.1 (1): 28-34, Winter 2007.Graduate Faculty ofEnvironment University of Tehran.http://www.bioline.org.br/pdf?er07005

(acessingon 12th November 2011)

Kollmuss, A. and Agyeman, J. (2002). Mind the Gap: why do people act

environmentally and what are the barriers to pro-environmentalbehavior?

Environmental Education Research, Vol. 8, No. 3, 2002 Taylorand Francis group

https://www.d.umn.edu/~kgilbert/educ5165

731/pwreadings/Mind%20Gap.pdf

Cavas,B., Cavas,P., Takkaya,C., Cakiroglu,J., and Kesercioglu,T.

(2009)TurkishStudents Views on Environmental Challenges with respect to

Gender: An Analysis of ROSE Data, Science Education International, Vol.20,

No.1/2, December 2009, 69-78 http://www.icaseonline.net/sei/files/p6.pdf

(accessing on 23th October 2011)

Schmidt, J. (2007). From Intensions to Actions: The Role of Environmental

Awareness on College Students, UW-L Journal of Undergraduate Research

X (2007)

UNESCO-UNEP (1990). Environmentally educated teachers: the priority of

priorities, Connect, 15 (1) 1-3.
http://www.bioline.org.br/pdf?er07005%20(acessinghttp://www.bioline.org.br/pdf?er07005%20(acessinghttp://www.icaseonline.net/sei/files/p6.pdfhttp://www.bioline.org.br/pdf?er07005%20(acessinghttp://www.bioline.org.br/pdf?er07005%20(acessinghttp://www.icaseonline.net/sei/files/p6.pdf


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Allision, A. and Giurco, D. (2011), Campus sustainability: climate change, transport and paper

reduction,Journal of Sustainability in Higher Education, Vol. 12. No. 3, pp. 269-279.

Cecilia L. 2005, Learning about environmental issues : postgraduate and undergraduate students

interpretations of environmental contents in education,International Journal of Sustainability in

Higher Education, Vol. 6. No. 3, pp.242-253.

QUESTINNAIRE

Dear Students,The purpose of this questionnaire is to examine students level awareness,

attitude and in relation to urban environmental problems. There is no needto write your name, and the information you provide is highly confidential. Itonly serves the research purpose. Hence, would you mind filling thequestionnaire! Thank You in advance for your cooperation.

Part One: - Socio-demographic InformationPlease give the information required using words and putting X mark on theappropriate space provided.


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1. Name of the school ___________2. School type Government _____ Private _____ Missionary ____3. Age: 19 years ____4. Gender: Male _____ Female _____5. Course : __________

6. Academic stream: Natural science ____ Social science _____

Part Two: - Choose the best answer and write your answer on thespace provided.

1. In the contemporary world whenever developmental issues are raisedenvironmental issues should be their? This is mainly for_______________A. Poverty reduction C. Reducing deathsB. Sustainable development D. Economic growth

2. What happens to man -environment relationship as a result of

urbanization?It gets _______A. Simple C. ComplexB. Friendly D. Nothing

3. The fastest rate of urbanization takes place in _________ part of the world.A. Developed C. Similar in both casesB. Developing D. I dont know

4. Why do you think urban environmental problems get more attention in theinternational development agenda?

A. The world is more urbanizingB. Ecological crisis become serious in urban areasC. The number of poor increases in urban areasD. All are correct

5. What is the underlying cause of urban environmental problems indeveloping countries?A. Poverty, population growth and lack of environmental awarenessB. Poverty, failure of policy implementation and population growthC. I dont know

6. Identify the wrong statement concerning urbanization.A. Urbanization is not in itself inherently bad for ecosystemsB. Urbanization is among the major causes of climate changeC. Urbanization causes global environmental burdenD. In terms of ecosystem services urban areas are primarily sites ofproduction


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7. Which one of the following is not a consequence of existingenvironmental problems?A. Death and injury C. Increases in biodiversityB. Resettlement cost D. High health cost

8. Which one of the following is very serious environmental problem in therich cities of the world in the twenty-first century?A. Sanitation C. Soil erosionB. Lack infrastructure D. Hazardous industrial waste

9. Why rural-urban migration is high in Malaysia?A. Due to rural land degradation C. A and B are correctB. Expectation for better life in cities D. I dont know

10. What are the two most serious environmental problems in Ethiopia?A. Land degradation and air pollution

B. Water pollution and climate changeC. Land degradation and urban sanitationD. Water and air pollution

11. Identify the three most serious environmental problems in UiTMA Disposal of solid and liquid waste, water pollution and air pollutionB. Ozone layer depletion, climate change and water pollutionC. disposal of solid and liquid waste, climate change and air pollutionD.I dont know

12. Which one of the following is correct concerning water supply and

utilization in UiTM?A. There is adequate supply, the problem is only mis-utilizationB. The poor suffers from lack of pure drinking waterC. There is no area in the city having sever shortage of waterD. There is both inadequate supply and unwise utilization

13. What are the two major sources of river water pollution in UiTM?A. Industrial and household wasteB. Household and hospital wasteC. Industrial and Agricultural wasteD. Industrial and hospital waste

14. Which of the following is correct in relation to water drainage duringrainy season UiTM?A. Stagnant water is common in most roadsB. Flooding is not totally a problem C. There is efficient water drainageD. I dont know


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15. Identify the correct statement in relation to water pollution and waterborndiseases in UiTMA. Water born diseases are serious health threatsB. Water born diseases are not common

C. . I dont know

16. What is the root cause for improper solid waste management in UiTM?A. Lack of sanitation serviceB. Lack of public awarenessC. Lack of regulationD. High price to use sanitation service

17. One of the following is not an immediate impact of inappropriatedumping of solid waste in the open fields and around roadside.A. The area losses its natural beauty

B. Bad odor to the communityC. Health problem on the societyD. Pollution of surface and ground water

18. Which one the following is correct in relation to air pollution?A. It only anthropogenic causes to air pollutionB. Polluted air is transboundaryC. It is very easy to return pullulated air in to its original statusD. It is very difficult to return back polluted air in to its original status

19. Which of the following is not caused or aggravated by toxic air pollution

in UiTM?A. Tuberculosis C. Eye & throat irritationB. Chronic bronchitis D. Baldness

20. High emissions per vehicle are associated with all except one of thefollowing.A. Old vehiclesB. Dominance of high quality fuelsC. Poorly surfaced or badly maintained roadsD. Poor vehicle maintenance

21. What happens to temperature amount of UiTM as the number ofbuildings and asphalt roads goes on increasing?A. Increases C. Stays the sameB. decreases D. I dont know

22. Which of the following contributes to increase deforestation at the EntotoHillside and in other parts of the city?A. Economic dependency on selling fuel wood


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B. Lack of alternative energy sourceC. Inappropriate regulationD. All are correct23. Which one of the following is wrong with respect to urban and ruralareas?

A. Environmental related health threats are common urban areas than ruralareasB. Urban areas are centers of resource degradationC. Urban areas are warmer than rural areasD. Rural areas are warmer than urban areas

24. Which of the following area is relatively less prone to air pollutionpresently in UiTM?A. The city centreB. Areas around the main roadC. Residential areas in the outskirt

D. Areas of industrial accumulation

25. What is the responsible factor for rapid rate population growth of A.A?A. Improvement of women education C. Low mortality rateB. Rural-urban migration D. Illiteracy

26. As population size increases in A.A, what happens to environmentalpollution? It will_______.A. Decreases C. Stays the sameB. Increases D. I dont know

27. Which group of the society is disproportionately affected byenvironmental problems?A. The rich C. Both equallyB. The poor D. I dont know

28. All of the following are extra- urban impacts on the surroundingregions except one.A. DeforestationB. Water pollutionMinimizing soil erosion D. Declining agricultural land

29. What will be the prospect of Addis Ababa if the existing environmentalproblems are not solved?A. Nothing will happenB. It continues in the present trendC. Better change in the life of the residents and civilized way of lifeD. Hinder future development and the situation will grow worse


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30. What is the best solution to improve environmental condition of UiTM?A. LegislationB. Environmental educationC. IncentivesD. Recycling

31. Who is going to be benefited if the environment is managed/protected tostay healthy?A. Present generation C. BothB. Future generation D. I dont know

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