Grade 10 science learners’ behavioural intentions related to good practices of solid waste management in Vosloorus, Gauteng

Abstract

This research explored the behavioural intentions of Grade 10 science learners towards solid waste management. The research relied on the Theory of Planned Behaviour (TPB) to determine such intentions and determine if the intentions affect their behavioural practices regarding solid waste management. Currently, South Africa Environmental Education (EE) is integrated into the CAPS curriculum from Grade R to Grade 12. EE is meant to encourage positive attitudes among learners towards caring for the environment and create environmentally responsible behaviour. With this goal clearly stated, it is expected that learners implement EE knowledge to care for the environment in schools and within the larger community. Studies have shown that school students generally have poor waste management practices worldwide. Several studies have investigated the link between poor waste management practice and personal factors such as awareness, attitude, and knowledge. Previous researchers have discovered that learners show little or no concern about the negative impact of disposing of litter inappropriately; they continue to litter at school and home surroundings. Studies have found that human behaviour is a complex entity; hence, it takes extensive research to understand why school students are reluctant to care for the environment. The main aim of the research was to determine the nature of behavioural intentions of the grade 10 science learners, identify their behavioural practices, and then determine the extent to which behavioural intentions relate to good practices regarding solid waste management. Purposeful sampling was used to identify learners to be included in the research. The research was designed as a mixed-method inquiry that used both qualitative and quantitative methods of collecting data. Data was collected through questionnaires that the learners completed. These were closed-ended and open-ended questionnaires. By including open-ended questionnaires, the researcher hoped to understand better the high school learners’ behavioural intentions towards solid waste management. The findings of the research reveal that behavioural intentions among learners are positive. Behavioural beliefs were significantly positive among the six TPB constructs used to explore learners’ preferences, followed by normative beliefs and perceived behavioural control. Attitudes towards the behaviour and control beliefs are moderate. The lowest among these are subjective norms. The findings imply that learners are willing to embark on environmentally responsible behaviour. In determining behavioural practices, it was discovered that practices are lower than behavioural intentions. The percentage for behavioural practices is lower than behavioural intentions. The results may imply that although learners have positive behavioural intentions, they are not as committed to behavioural practices as expected. When behavioural intentions are compared to behavioural practices, it emerged that the learner’s intentions do affect their behaviour but not to a large extent. The learners have positive behavioural intentions, and their behavioural practices are positive but not as high as their intentions. Their behaviour is affected when they have to go around picking up litter in the school. The results show a need to design behaviour change interventions to help learners adopt positive behavioural practices.