Abstract

Environmental degeneration is on the increase in Nigeria. This had resulted in erosion, flooding, pollution, deforestation and soil infertility, among others. The solution to these problems lies in intergenerational activities that bring individuals of different age together as partners to explore, study and work towards shared goals. Therefore, this study determined the effects of intergenerational education strategies of role play and the moderating effects of educational background on students and parents environmental literacy in Social Studies. The pretest, posttest, control group, quasi-experimental design with a 2 X 2 factorial matrix was adopted. Three hundred JSS 3 students selected from nine private secondary schools in Osun State, Nigeria and their parents, were involved in the study. Four hypotheses were tested at 0.05 level of significance. Data were analyzed using t-test statistics and findings revealed that experimental group performed significantly better in environmental knowledge (t=24.28; p>0.05) and attitude (t=22.93; p<0.05). There was also significant difference in students environmental knowledge and attitude based on parental education background (t=22.8; p>0.05). Based on the findings, it was recommended that for more effective environmental education and to tackle environmental problems decisively, role play strategy should be adopted.