Abstract

Littering behaviour causes aesthetic challenges, it is unhealthy, and due to its pervading nature especially among the youth, practical intervention is urgently required. This study examined the applicability of the broken windows theory and the two stage process model to classroom littering. The time of day litter is produced most and what items constitutes litter by students were examined. Four classrooms of a faculty in a university where different levels of students received lectures constitute the setting for this study. Litter collection took place for 5 days across 4 lecture periods per day with each classroom cleared of any litter prior to the commencement of lectures. Litter was collected, sorted and weighed according to the types of litter. Also, the hours of the day that students litter their classrooms most were observed. The broken windows theory was not endorsed, but students engaged in passive littering. Food wrappings constitute the major type of litter produced (F-ratio is significant at p<0.01; Eta square of .839). Also, students littered their classrooms throughout the day, not only in the afternoons as suggested by literature. This knowledge has implications for post-covid-19 littering behaviour of students, especially with the disposal of face masks. The onus lies with the school management to develop advocacy campaign that will focus on the significant variables examined in this study.

Key Words: Broken windows theory, Littering, Classroom, Nigeria