The Impact of Secondary School Students’ Hygiene Habits on Environmental Knowledge
For sustainable development, hygiene should be specific to general, from personal hygiene to environmental cleaning, and environmental awareness of individuals should be made more permanent. It is estimated that individuals who know the importance of personal hygiene may be more sensitive to the ecological problems of their society. Individuals growing up sensitive to the environment can make the environment more livable. This study aimed to investigate the impact of variables such as gender, class level, residence, educational status of parents, type of residence of the family, hand-face washing, and frequency of bathing on the environmental knowledge of secondary school students. In the study, the survey method among descriptive research was used. The study was conducted with a total of 360 secondary school students studying in the village schools and central schools in Ağrı province in the 2018-2019 academic year. In the study, Environmental Knowledge Test (water-soil pollution) and Hygiene Information Form (face washing, bathing) were used as data collection tools, and their relationship with the variables included in the data collection tools was examined. Mann Whitney U, Kruskal Wallis Tests were used to analyze the data. As a result of the statistical analysis, a significant relationship was found between environmental knowledge and gender, class level, parental education level, and residence; however, no significant relationship was found between environmental knowledge and the frequency of hand-face washing and bathing.
The Impact of Secondary School Students’ Hygiene Habits on Environmental Knowledge
For sustainable development, hygiene should be specific to general, from personal hygiene to environmental cleaning, and environmental awareness of individuals should be made more permanent. It is estimated that individuals who know the importance of personal hygiene may be more sensitive to the ecological problems of their society. Individuals growing up sensitive to the environment can make the environment more livable. This study aimed to investigate the impact of variables such as gender, class level, residence, educational status of parents, type of residence of the family, hand-face washing, and frequency of bathing on the environmental knowledge of secondary school students. In the study, the survey method among descriptive research was used. The study was conducted with a total of 360 secondary school students studying in the village schools and central schools in Ağrı province in the 2018-2019 academic year. In the study, Environmental Knowledge Test (water-soil pollution) and Hygiene Information Form (face washing, bathing) were used as data collection tools, and their relationship with the variables included in the data collection tools was examined. Mann Whitney U, Kruskal Wallis Tests were used to analyze the data. As a result of the statistical analysis, a significant relationship was found between environmental knowledge and gender, class level, parental education level, and residence; however, no significant relationship was found between environmental knowledge and the frequency of hand-face washing and bathing.
___
- Akıllı, M., & Genç, M. (2015). Ortaokul öğrencilerinin çevre okuryazarlığı alt boyutlarının çeşitli değişkenler açısından incelenmesi. [Examination of middle school students’ sub-dimensions of environmental literacy in terms of various variables], Sakarya University Journal of Education, 5(2), 81-97. https://doi.org/10.19126/suje.87773
- Akyol, B., & Kahyaoğlu, H. (2011, Haziran). İlköğretim ikinci kademe öğrencilerinin çevre bilgi düzeyleri üzerine bir çalışma. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 27-30 Haziran, Niğde-Türkiye
- Alevcan, S., (2008). Çevre eğitiminde drama yöntemi. In Y. Ergün, Ş. Y. Özdilek, & H. Pamir (Eds.), Ekolojik okur yazarlık sürdürülebilir bir dünya için Amanoslar’da doğa eğitimi. Mustafa Kemal Üniversitesi Yayınları.
- Altınsoy, M. (2008). Yatılı ilköğretim bölge okullarındaki yatılı ve gündüzlü öğrencilerin kişisel bakımlarına ilişkin uygulamaları. [The practices about the personal cares of boarding and day students in boarding district elementary schools], Unpublished masters’ thesis, Gazi University, Ankara.
- Armağan, F. Ö. (2006). İlköğretim 7-8. sınıf öğrencilerinin çevre eğitimi ile ilgili bilgi düzeyleri (Kırıkkale il merkezi örneklemi). [Elementary school 7th and 8th grade students' knowledge levels about enviromental education: Kırıkkale case], Unpublished masters’ thesis. Gazi University, Ankara.
- Atasoy, E. (2005). Çevre için eğitim: İlköğretim öğrencilerinin çevresel tutum ve çevre bilgisi üzerine bir çalışma. [Environmantal education: A study for elementary school students` environmental attitude and knowledge], Unpublished masters’ thesis, Uludağ University, Bursa.
- Avan, Ç. (2011). Plastik ve plastik atıkların, geri dönüşümü ve çevreye etkileri konularında öğrenci tutumlarının belirlenmesi. [Plastics and plastic waste, recycling and environmental effects of student attitude determination of issues], Unpublished masters’ thesis, Kastamonu University, Kastamonu.
- Bilgin, İ., Evcili F., Kaya, N, & Bekar, M. (2016). El yıkama ve paraziter hastalıklar eğitimi: Okul çocuklarının bilgi ve davranışları üzerine etkisi. [Hand washing and parasitic diseases education: The effect of knowledge and behaviour of school children], Acıbadem Üniversitesi Sağlık Bilimleri Dergisi, (4), 218-225.
- Bozdemir, H. (2011). Eko-okullar programının uygulandığı ilköğretim okullarındaki öğrenciler ile klasik ilköğretim okullarındaki öğrencilerin çevre bilinci düzeyinin karşılaştırılması. [Comparison of the level of environmental awareness between students in eco-schools and in classical primary schools], Unpublished masters’ thesis, Gazi University, Ankara.
- De Haan, G., & Kuckartz, U. (1998). Environmental awareness research and environmental education research: status, trends, ideas (pp. 13-38). VS Verlag für Sozialwissenschaften, Wiesbaden.
- Erten, S. (2005). Okul öncesi öğretmen adaylarında çevre dostu davranışların araştırılması. [Investigation of preservice preschool teachers’ behaviours related to environmental awareness], Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 91-100.
- George, D. & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson.
- Güler, E. (2013). İlköğretim 8. sınıf öğrencilerinin çevre okuryazarlık düzeylerinin belirlenmesi ve öğrencilerin okuryazarlık düzeylerinin çeşitli değişkenler açısından incelenmesi. [The determination of environmental literacy levels of 8th grade students and examination of students' environmental literacy level in terms of various variables], Unpublished masters’ thesis, Çukurova University, Adana.
- Haşıloğlu, M. A., & Karasu, İ. (2019). Çevre ve çevre sorunları. In M. Kurt (Ed.), Çevre eğitimi (pp. 143-156). Eğiten Kitap. [Environment and environmental problems. In M. Kurt (Ed.), environmental education], (pp. 143-156). Eğiten Kitap.
- Haşıloğlu, M. A., & Karasu, İ. (2019). Çevre ve çevre sorunları. In M. Kurt (Ed.), Çevre eğitimi (pp. 143-156). Eğiten Kitap. [Environment and environmental problems. In M. Kurt (Ed.), environmental education], (pp. 143-156). Konya: Eğiten Kitap.
- Kırcaali-İftar, G. (2006). Bilimsel araştırma yöntemleri dersi yayınlanmamış ders notları [Scientific research methods course. unpublished lecture notes]. Anadolu University.
- Laza, V., Lotrean, L., Pintea, A., & Zeic, A. (2009). Knowledge, attitudes, and environment oriented behaviours for 7-8 year old children. Applied Medical Informatics, 24(1,2), 59-66.
- Mete, A., & Filik-İşçen, C. (2015). İlköğretim öğrencilerinin çevreye yönelik bilgi ve tutumlarına Çevre koruma kulübü’nün etkisi. [The effects of the environmental club on secondary school students’ environmental attitudes and knowledge], Turkish Studies. 10(11), 1145-1164.
- Ocak, İ., & Özpınar, D. (2013). İlköğretim 4. ve 5. sınıf öğrencilerinin çevre sorunları hakkındaki düşünceleri ve bunlara etki eden faktörler. [Primary school’s 4th and 5th class student’s thoughts to the environment problems and the factors affecting them (Afyonkarahisar Sample)], Afyon Kocatepe Üniversitesi Fen ve Mühendislik Bilimleri Dergisi, 13(2), 1-15. https://doi.org/10.5578/fmbd.6656
- Ötün, Y., Artun, H., Atilla, T, & Tozlu, İ. (2015). Ortaokul öğrencilerinin çevre eğitimine yönelik tutumlarının değerlendirilmesi. [Evaluation of secondary students' attitudes towards environment education], Y.Y. Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 29-50.
- Özdemir, A. (2003). İlköğretim sekizinci sınıf öğrencilerinin çevre bilgi ve bilinçlerinin araştırılması. [The Study of environmental knowledge and consciousness levels of eighth grade students], Unpublished Ph.D. Dissertation). Dokuz Eylül University, İzmir.
- Snow, M., White, G. L., & Kim, H. S. (2008). Inexpensive and time-efficient hand hygiene interventions increase elementary school children's hand hygiene rates. Journal of School Health, 78(4), 230-234. https://doi.org/10.1111/j.1746-1561.2008.00291.x
- Uluçınar-Sağır, Ş., Aslan, O., & Cansaran, A. (2008). İlköğretim öğrencilerinin çevre bilgisi ve çevre tutumlarının farklı değişkenler açısından incelenmesi. [The examination of elementary school students’ environmental knowledge and environmental attitudes with respect to the different variables], İlkogretim Online, 7(2), 496-511.
- W.H.O. (2009). Guidelines on hand hygiene in health care: First global patient safety challenge; clean care is safer care. https://apps.who.int/iris/rest/bitstreams/52455/retrieve
- Yavuz, Ş. (2000). Özel ve devlet okullarında kişisel hijyen alışkanlıkları. [Personal hygiene habits in private and public schools]. Marmara University, Istanbul.