DECLARATION

CERTIFICATE
ACKNOWLEGEMENT
ABSTRACT
CHAPTER 1: BACKGROUND
1.1 Introduction
1.2 statement of problems
1.3 Research questions
1.4 Research objective
1.5 operational definition
1.6 significance of the research
CHAPTER 2
LITERATURE REVIEW-7
CHAPTER 3
RESEARCH METHODOLOGY
3.1 Area of the study:
3.2 Research design:
3.3 Sampling unit:
3.4 Sampling method:
3.5 Sampling size:
3.6 Method of data collection
3.7 Ethical Consideration
CHAPTER 4
The Table Illustrates the Data Collected From the Teacher During the Data Collection……………… 10

FINDING FROM THE TEACHERS

Figure 1: gender of the respondents
Figure 2: Ages group of the respondents
Figure 3 : Attactiveness of the textbook…………………………………………………………………………………. 13
Figure 4 : Quality of the textbook in the contents ………………………………………………………………….. 13
Figure 5: Comprehensiveness of the contents in textbook
Figure 6: Efficiency of textbook size
Figure 7: Price of the textbook
Figure 8: Textbook Examples Aid Learning
Figure 9: simplicity of language used in the textbook

Figure 10. Impact of chapters on students’ engagement

Figure 11. Legibility of lines and paragraphs in a textbook
Figure 12. sufficient examples in a textbook
Figure 13. Willingness of teachers to explain a topic multiple time
Figure 14. Sufficient activities available for students to engage.
Figure 15. Presence of end-chapter questions on topic understanding
Figure 16. Textbook exercises that promote critical thinking
Figure 17. Difficult textbook topics or sections
Figure 18. environmental education class schedule
Figure 19. Class hours on environmental education per day
Figure 20. completed the syllabus within the given time.
Figure 21. students participate during the class.
Figure 22. respondents that used regional examples in the class.
Figure 23. Extracurricular activities related to environmental education in school.
Figure 24. students participate in extracurricular activities related to environmental education in
school.
Figure 25. Environmental textbooks that hinder students learning.
Figure 26. Environmental textbook motivates students to learn about environmental
issues.
Figure 27. textbook exercise or activities helpful students learning.
The Table Illustrates the Data Collected Fomr Sutdnetns Suring the Data Collection ……………..26-27
FINDING FROM STUDENTS
Figure 1. Gender of respondents
The Figure 2: Ages group of the respondents
Figure 3. Attractiveness of the textbook
Figure 4. Efficiency of textbook size
Figure 5. Quality of the textbook in the contents
Figure 6. Clarity of textbook content
Figure 7. Affordability of the textbook
Figure 8. Understanding of environmental class topic
Figure 9. Enjoyment of environmental class
Figure 10. student learning in environmental class
Figure 11. interested in environmental textbook topics among students
Figure 12. Students participating in extracurricular activities in schools
Figure 13. Environmental class expanding knowledge of environmental issues
Figure 14: Class Engagement
Figure 15. Students enjoy questioning unclear topic in class
Figure 16. Environmental studies class helps to prepare for real life environmental challenges
Figure 17. Students looking for extra environmental resources
Figure 18. Students talking environmental issues with other outside the class
TEXTBOOK REVIEW
Recommendation given by students regarding the environmental studies class:
CONCULUSION
RECOMMENDATIONS
REFERENCES
ANNEXURE
FIGURE1: INTERVIEW WITH ONE OF THE TEACHER
FIGURE:2 INTERVIEW WITH GROUP OF STUDENTS………………………………………………………………….