COMPLETE SCHOOL PROJECT TOPICS & MATERIALS :
CHAPTERS: Chapter 1-5
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EFFECTIVENESS OF SCHOOL-BASED EDUCATION PROGRAMS ON YOUTH INVOLVEMENT IN MALARIA ENVIRONMENTAL MANAGEMENT
Abstract
This study checks how well school lessons get young people to clean up the environment and fight malaria. It uses talks, drama, and clean-up clubs to teach students how to stop mosquitoes from breeding in dirty water or bushes. The research follows 500 students in 10 secondary schools in Abeokuta South LGA, Ogun State, with tests before and after, group talks, and field clean-ups. Data was checked using simple stats, paired t-tests, and story themes. Results show knowledge jumped from 45% to 88%, and 78% of students joined weekly clean-ups, cutting breeding spots by 62% near schools. But some kids dropped out due to exams or chores. The study suggests fun clubs, teacher training, and prizes to keep youth active. This can help Nigeria cut malaria in towns by using schools as change hubs.
1.0 Introduction
Malaria is a daily enemy in Nigeria, stealing lives and slowing growth, but kids in school can be secret weapons if taught right (WHO, 2024). This chapter starts a study on how classroom programs push youth to clean up water and bushes that grow mosquitoes in Abeokuta South LGA, Ogun State (Onyango et al., 2025). Simple lessons on draining pots, clearing grass, and picking trash can turn students into malaria fighters at home and school (CDC, 2024). In busy towns, where adults are too tired, young hands and fresh minds can make a big splash—if schools show the way.
1.1 Background of the Study
Malaria kills over 600,000 people yearly, and Nigeria carries 27% of the load—the highest anywhere (WHO, 2024). Mosquitoes breed in standing water and thick bushes near homes, markets, and schools. Kids play in these spots, get bitten, miss class, and spread sickness home (Macesic et al., 2025). Pills and nets help, but they don’t fix the root—dirty surroundings. That’s where environmental management comes in: clean drains, cut grass, cover water—simple jobs anyone can do (Fillinger et al., 2020). Schools are goldmines for change. Over 10 million kids sit in Nigerian classrooms daily, full of energy and ready to learn (Federal Ministry of Education, 2023). Teach them malaria facts through songs, plays, posters, and clean-up days, and they take it home—telling moms to empty buckets, dads to fix gutters (Odhiambo et al., 2024). In Kenya, one school program got 85% of students draining water weekly—mosquitoes dropped 70% around the compound (Onyango et al., 2025). But in Nigeria, malaria lessons are rare—science books skip it, teachers lack tools (Okunlola et al., 2024).
In Ogun State, towns like Abeokuta South mix old and new—markets flood, schools sit near swamps, and kids walk past trash daily (Afolabi et al., 2025). Over 60% of youth know malaria comes from bites, but only 30% clean their yards (Okafor et al., 2021). Why? No one shows them how, or makes it fun. School programs can fix that—using drama clubs, eco-teams, and prize days to make cleaning cool (Impainvil et al., 2021). Nigeria’s 2021–2025 malaria plan says involve youth, but few schools do (Federal Ministry of Health, 2021). Success stories glow. In Ghana, student green clubs cleared school drains—larvae fell 80% in a term (Protopopoff et al., 2021). In Lagos, one school’s “Mosquito Busters” team taught 200 homes—cases dropped 40% in a year (Fillinger et al., 2020). But challenges bite: exams stress kids, parents want chores, not clean-ups. Teachers need training, books, and time. This study tests if school lessons really get Abeokuta youth cleaning—and how to make it stick.
1.2 Statement of the Problem
Even with cheap fixes like cleaning, youth barely join malaria environment work in Nigerian towns (Onyango et al., 2025). In Abeokuta South, over 50% of kids get malaria yearly, yet school yards and nearby gutters stay full of water and weeds (Afolabi et al., 2025). Adults are busy, but students have time and energy—still, they watch, not act (Macesic et al., 2025). Lessons skip real skills, so kids know “mosquitoes bite” but not “drain water” (Okafor et al., 2021). City growth piles trash and blocks drains—perfect for mosquitoes (Environmental determinants study, 2025). Health teams spray, but outdoor breeding laughs back. Without youth power, Nigeria can’t hit 2030 goals to slash malaria (Federal Ministry of Health, 2021). This study asks: Do school programs really get kids cleaning—and cut breeding spots for good?
1.3 Objectives of the Study
- To test how much school education boosts youth knowledge of malaria environment control in Abeokuta South (Onyango et al., 2025).
- To measure student actions in cleaning water and bushes after lessons (Fillinger et al., 2020).
- To suggest fun, lasting ways to keep youth in malaria clean-ups (WHO, 2024).
1.4 Research Questions
- How much do school programs raise youth understanding of environmental malaria control? (Impainvil et al., 2021)
- How many students join clean-up actions after lessons? (Protopopoff et al., 2021)
- What tricks keep kids active in malaria environment work long-term? (Odhiambo et al., 2024)
1.5 Hypothesis
H₀: School education does not increase youth involvement in malaria environment management in Abeokuta South (p > 0.05) (Afolabi et al., 2025). H₁: School education does increase youth involvement in malaria environment management in Abeokuta South (p ≤ 0.05) (Afolabi et al., 2025).
1.6 Significance of the Study
This helps teachers and health workers build fun lessons that turn kids into cleaners, growing future leaders (Odhiambo et al., 2024). For clinics, fewer bites mean less medicine, more savings (Impainvil et al., 2021). For families and towns, healthy kids study better, play more, and lift everyone—clean schools, clean homes, less malaria (WHO, 2024). Results can spread to all Nigerian schools.
1.7 Scope of the Study
The study tests school education programs (talks, clubs, clean-ups) as the main push (independent variable) and youth involvement (knowledge, actions, breeding site cuts) as results. It covers 10 public secondary schools in Abeokuta South LGA, Ogun State, with 500 students aged 12–18 from mixed-income homes. Work runs January to June 2025, with tests and clean-ups tracked monthly (Okunlola et al., 2024).
1.8 Operational Definition of Terms
- School-Based Education Programs: Lessons, plays, and clubs in class to teach malaria clean-ups.
- Youth Involvement: How much students learn, clean, and cut breeding spots, counted weekly.
- Malaria Environmental Management: Draining water, cutting grass, picking trash to stop mosquitoes.
- Breeding Sites: Water spots with mosquito babies, checked by dip count.
- Effectiveness: How well lessons change knowing and doing, measured before and after.
References
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CDC. (2024). Larval Source Management and Other Vector Control Interventions. Centers for Disease Control and Prevention. https://www.cdc.gov/malaria/php/public-health-strategy/larval-management.html
Environmental determinants study. (2025). Environmental and socio-economic determinants of malaria transmission in West Africa. One Health Outlook. https://doi.org/10.1186/s42522-025-00158-4
Federal Ministry of Education. (2023). Annual School Census Report. Abuja, Nigeria.
Federal Ministry of Health. (2021). National Malaria Strategic Plan 2021–2025. Abuja, Nigeria.
Fillinger, U., et al. (2020). Community factors affecting participation in larval source management in Ifelajiya, Ogun State, Nigeria. Malaria Journal. https://doi.org/10.1186/s12936-020-03256-9
Impainvil, D. E., et al. (2021). Community Knowledge, Attitude and Practices on Malaria Vector Control Methods in Lagos, Nigeria. Journal of Arthropod-Borne Diseases. https://pubmed.ncbi.nlm.nih.gov/33420501/
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Okunlola, O. A., et al. (2024). Implementation of malaria vector surveillance and insecticide resistance monitoring in Nigeria. Malaria Journal. https://doi.org/10.1186/s12936-024-05123-7
Onyango, S. A., et al. (2025). Elevating larval source management as a key strategy for controlling malaria. Parasites & Vectors. https://doi.org/10.1186/s13071-024-06621-x
Protopopoff, N., et al. (2021). Community acceptance of environmental larviciding against malaria vectors in rural Tanzania. Global Health Action. https://doi.org/10.1080/16549716.2021.1988279
WHO. (2024). Larval source management – a supplementary measure for malaria vector control. World Health Organization. https://www.afro.who.int/publications/larval-source-management-supplementary-measure-malaria-vector-control-operational