|dc.description.abstract||The purposes of this study were to: (a) determine the level of environmental
literacy (EL) of secondary school students in Saudi Arabia with regard to selected
factors in the domains of environmental knowledge, affective dispositions,
cognitive skills, and environmentally responsible behavior; (b) explore the
relationship of EL components among each other; and (c) identify some selected
factors that may predict the environmental responsible behavior. The researcher
selected the targeted variables (i.e., environmental knowledge, cognitive skills,
environmental sensitivity, willingness to act, and environmentally responsible
behavior) based on the definitions and frameworks of environmental literacy, prior
research and, the results of the three preliminary studies conducted. Those
preliminary studies were: a content analysis of (a) research studies in
environmental education in Saudi Arabia, and (b) middle and secondary science
textbooks in Saudi Arabia; and (c) a phenomenological study of environmental sensitivity and environmentally responsible behavior (ERB) among secondary
students in Saudi Arabia.
Results of these preliminary studies were used to develop a conceptual
framework and construct an instrument, the Secondary School Environmental
Literacy Measure (SSELM). The SSELM that was reviewed for face and content
validity, piloted to review its construct validity and reliability, and then
administered to (n=600) secondary school students in the City of Taif in Saudi
Arabia. Due to invalid responses and outliers, the responses were reduced to
Research question one focused on descriptive statistics to characterize the
status of EL of secondary school students. Research question two focused on
bivariate correlation to understand the relationship among EL variables, and
research question three on the relationship between ERB and selected demographic
and educational variables. Research question four involved the use of hierarchical
multiple regression to identify the major variables that serve as predictors of ERB.
The results for research question one indicated that participants adjusted
mean scores (0-70) on the five selected variables of EL were: willingness to act
(M=46.58), how skilled you think you are [perceived cognitive skills] (M=45.5),
environmental sensitivity (M=40.85), ERB (M=40.58), and environmental
The results for research question two indicated there were three patterns to
these relationships: relatively strong (e.g., both environmental sensitivity and willingness to act with ERB); moderate (e.g., positive: environmental sensitivity
and willingness to act; negative: environmental knowledge to environmental
sensitivity and ERB); and relatively weak (e.g., environmental knowledge to
perceived cognitive skills and willingness to act).
The results of research question three showed that male students had
slightly higher scores than female students on the ERB scale. In terms of the
relationship between ERB and age, there was a slightly negative, but not
statistically significant, correlation. The results of the correlation between ERB and
grade level indicated that students in the 10th grade level performed relatively
higher (M =42) than students in the 12th grade level (M=38.7).
The results of research question four pointed out that environmental
sensitivity served as the strongest predictor of ERB, followed by willingness to act,
and then environmental knowledge. Its noteworthy that the influence of perceived
cognitive skills on ERB was not statistically significant.
Based on these results, four of the study’s five null hypotheses were
rejected. The generalizability and implications of these findings were discussed.
Finally, recommendations for further research were offered in light of study
delimitations, limitations, and findings.||en_US