ASSESSMENT OF ECOLOGICAL KNOWLEDGE OF AVES AMONG SECONDARY SCHOOL STUDENTS IN COMMUNITIES AROUND OLD OYO NATIONAL PARK, NIGERIA

Abstract

In all ecosystems birds act as crucial links in their respective ecologic circle, within and between systems. This study is focused on assessing the knowledge of secondary school students in the support zone communities around Old Oyo National Park about the ecosystem functions/services of birds in their environment and their perception and attitudes toward bird conservation. Data was collected through a structured questionnaire survey. The population of the study comprised students of both private (n=15) and public (n=19) secondary schools in the selected communities (Tede, Sepeteri, Igboho, Igbeti and Ikoyi-Ile) surrounding the five ranges of the park. The sample size for the study was 345 from a population of 3420 using Krejcie and Morgan method. Data were analyzed using descriptive statistics, one-way ANOVA, T-test and Chi-square. The results revealed that 64.1% of the respondents were from public schools and 35.9% were from private schools. Female (54.8%) were more than male (45.2%). The concentration of students in age group 15 years and above (80.9%) was more than age 11-14years (19.1%). In addition, 61.4% were Muslims and 39.6% were Christians. All the respondents (100%) were Nigerian and majority (82.6%) were indigenes. Students from Oyo-Ile range had the lowest membership of conservation group with 10% and 36.4% for private and public school respectively. Few of the students from both private schools (8.1%) and public schools (3.2%) could correctly name 10-14 birds. The respondents that could correctly state 10-14birds feeding materials were 9.7% for private schools and 5% for public schools. While all of the respondents from private school (100%) and 99.5% from public schools could correctly state 0-4 birds nesting materials. The students from private schools got their knowledge about birds’ habitat utilization from books and magazines(54%), from television and radio programs(52.4%), outdoor activities(47.6%), school activities (40.3%), internet(25%) and social media (24.2%) while for the public schools the students agreed to getting their knowledge from outdoor activities(51.1%), television and radio programs (42.5%), school activities(39.4%), through books and magazines(29.4%), through social media(29.9%) and the lowest percentage from internet(19%). Respondents also identified farmland (59.7%) for private schools and (67.4%) for public schools, open habitats (58.1%) for private schools and (42.5%) for public schools and school premises (48.4%) for private schools and (38.5%) for public schools as the major habitat utilized by birds. Specifically, knowledge of ecosystem services was dependent on ranges (X2=0.000). There was a significant difference in ecological knowledge of across the ranges (P=0.000). The students’ perception of birds was dependent on age (X2=0.042), class (X2=0.012) and membership of conservation group(X2=0.045). The study revealed that the students could not adequately identify common birds in their environment but they had a good understanding of ecosystem services provided by birds. The study recommended bird watching should be introduced into the schools’ curriculum.