N.I ERHABOR

This study was carried out to examine the impact of low cost of environmental materials on the knowledge and attitudes of Students towards the proper solid waste disposal. Two research questions and two hypotheses were raised and analyzed for the purpose of the study. A purposive sampling technique was used in selection of fifty (50) undergraduate students which were drawn from 100 level students of the Departments of Health, Safety and Environmental Education (HSE) and in the Faculty of Education, University of Benin for the purpose of the study. The data were collected with questionnaire instrument and analyzed using mean and standard deviation. It was revealed that students from the experimental group who were exposed to low cost of environmental materials have good attitude towards proper solid waste disposal compared to students in the control group who were not exposed to these materials. The difference in their attitudes was significant, based on the data from the findings of this study. It was also revealed through further findings of this study that students from the experimental group who through the use of low cost environmental materials had knowledge about proper solid waste disposal among undergraduates compared to students in the control group who were not exposed to the materials. Only few of the students in the control group had a little knowledge about proper solid waste disposal. More findings of this study indicated that use of low cost environmental materials has a significant impact in equipping students with knowledge about proper solid waste disposal and the importance of proper solid waste disposal.

This study examined the impact of place-based learning on knowledge andattitude towards waste management among university of Benin students. Tworesearch questions were raised to guide the study with two hypotheses formulated 12 to guide this study as well. The quasi experimental research design was adopted for this study andthepurposive sampling technique was used to select 50 (fifty) undergraduate students in the Department of Health, Safety and Environmental Education. Data was collected from the 50 respondents using an open ended questionnaire with twenty(20) items. The data collected was analyzed and interpreted using descriptivestatistics. Based on the data collected and analyzed, it was discovered that that place-based learning does have a significant impact on students' knowledge of waste management at the University of Benin. However, fromthe hypotheses tested it was further observed that that place-based learning does not haveasignificant impact on students' attitudes toward waste management at theUniversity of Benin. It was therefore concluded that it is crucial to incorporateexperiential learning strategies, like PBL, into environmental education programs in order to enhance students' comprehension of waste management. PBLprograms should, however, be maintained over time and supplementedbycommunity involvement, policy backing, and infrastructure advancements inorder to produce significant attitudinal change. Long-term therapies, behavioral reinforcement techniques, and outside variables that affect students' attitudes about trash management should all be investigated in future studies. PBLhas theability to support long-term behavioral change in sustainable waste management methods in addition to information development by encouraging ongoingengagement and practical implementation. It was recommended that universities should incorporate sustained PBL activities into their environmental educationcurricula. Long-term engagement in real-world waste management projects, suchas recycling programs and waste audits, can reinforce knowledge and graduallyinfluence students’ attitudes. Also partnerships between universities, local 13 governments, and environmental organizations should be encouraged to providestudents with opportunities for active participation in community-based wastemanagement initiatives.