Dean's Research

1. KNOWLEDGE, ATTITUDE AND PRACTICES ON
ELECTRICAL ENERGY CONSERVATION AMONG THE
FACULTIES, STUDENTS AND UNIVERSITY OFFICIALS OF
BILIRAN PROVINCE STATE UNIVERSITY- MAIN CAMPUS

2. Presentation Outline
01 : Introduction
02 : Review of Related Literature
03 : Materials and Methods
04 : Results and Discussion
05 : Conclusion and Recommendation

3. The efficient use and conservation of electrical energy have
become crucial in today's world due to the rising demand,
depletion of natural resources, and the pressing need to mitigate
climate change. Educational institutions, including universities,
play a significant role in promoting sustainable practices and
instilling a sense of environmental responsibility among their
faculty, students, and university officials.
Introduction

4. To comprehensively examine the practices related to electrical
energy conservation, this study will investigate the existing
behaviors, habits, and initiatives undertaken by the BiPSU - Main
Campus community. By identifying current knowledge, attitude
and practices, the research aims to highlight areas of improvement
and potential opportunities for enhancing energy-saving efforts.
Introduction

5. Several studies have examined the level of knowledge among
faculties and students regarding electrical energy conservation. In
a study by Jones and Brown (2019), it was found that a significant
proportion of university employees lacked awareness of basic
energy-saving practices, such as turning off lights and unplugging
electronic devices when not in use.
Review of Related Literature

6. Smith et al. (2018),conducted a survey among university
students and discovered that although they had a moderate level
of awareness about energy conservation, their knowledge about
specific techniques, such as using energy-efficient appliances or
adjusting thermostat settings, was limited.
Review of Related Literature

7. Statement of the Problem
To describe the knowledge, attitude,
practices of the students, Faculties,
University officials on current energy
conservation practices.
To determine if there is significant
difference about knowledge, attitude,
practices among: Students, Faculties,
University officials towards energy
conservation practices.
1.
2.
The goal of this research is to determine the specific key practices leading to
effective energy conservation practices at the Main Campus of Biliran Province
State University. With the specific objectives:

8. Research Locale
The research locale of this study on knowledge, attitude,
and practices on electrical energy conservation among the
faculties, students, and university officials is Biliran Province
State University (BiPSU) - Main Campus.
BiPSU - Main Campus serves as the primary research
setting due to its diverse community of faculties, students,
and university officials actively involved in energy
consumption and conservation practices.

9. Result
Variables Frequency(n=280) Percent
AGE
Average 23
18-26
27-35
247
16
88.57%
5.71%
Above 35 17 5.72%
GENDER
Male 99 35.36%
Female 181 64.64%
TYPES OF RESPONDENTS
Students 242 86.43%
Faculty 32 11.43%
6
Socio-Demographic
Background

10. DISCUSSION
Socio-Demographic
Background
Table 1 presents the socio-demographic characteristics for this
study. During the survey, it was observed that the male gender was
the majority of the sample population, amassing a total of 64.64%.
This indicates that male students have more responses in the
university than the female students whose responses about 35.36%
of the total response. The average age of the respondents was 23
years and 88.57% of the respondents were between the ages of 18-
26 years old.

11. Result KNOWLEDGE
STATEMENT TRUE FALSE
1. I am aware of the Energy Conservation Program at Biliran
Province State University.
252
(90%)
28
(10%)
2. I am mindful that switching off electrical appliances from
the power source when not in use saves energy. 272
(97.143%)
8
(2.857%)
3. Sharing equipment can help conserve energy. 230
(82.143%)
50
(17.857%
4. Switching electrical appliances off after office work or
class hours can minimize electrical energy consumption.
271
(96.786%)
9
(3.214%)

12. Result KNOWLEDGE
5. I am committed to put off lights when leaving the room as the last
person.
274
(97.857%)
6
(2.143%)
6. I am mindful that switching lights or appliances when it is not
necessary to use can save energy.
260
(92.857%)
20
(7.143%)
7. Electricity usage is directly influenced by the climate. 257
(91.786%)
23
(8.214%)
8. Light-colored interior paint will reduce the need for indoor lighting. 264
(94.286%)
16
(5.714%)
9. Low electricity costs are the result of efficient utilization of
machinery and equipment.
265
(94.643%)
15
(5.357%)
10. Energy conservation can prevent the unnecessary consumption of
electricity.
262
(93.571%)
18
(6.429%)

13. DISCUSSION
Table 2 conclusively be inferred that the students of Biliran Province State
University, Bipsunista have a good knowledge of energy conservation, for
the fact that majority of the respondents have positively agreed to the
statements provided on energy conservation knowledge.
KNOWLEDGE ON
ENERGY CONSERVATION

14. Result ATTITUDE
STATEMENT
Never
Practiced
Seldom Practiced Most of the time
Practiced
Always Practiced
1. Participating or supporting actions
to reduce energy consumption.
45
(16.071%)
9
(3.214%)
127
(45.357%)
99
(35.357%)
2. I am Capable of turning/switching
off lights or appliances when there is
no one in the room or office.
22
(7.857%)
3
(1.071%)
107
(38.214%)
148
(52.857%)
3. I am eager to help the university
in conserving energy.
31
(11.071%)
5
(1.786%)
116
(41.429%)
128
(45.714%)
4. I didn’t even care to see an empty
room with the lights open.
58 102 54 66

15. Result
ATTITUDE
6. I am capable of practicing energy
conservation.
21
(7.500%)
4
(1.429%)
119
(42.500%)
136
(48.571%)
7. Making an effort to use electricity as
effectively as possible.
24
(8.571%)
5
(1.786%)
123
(43.929%)
128
(45.714%)
8. Think of electrical energy conservation as
a duty.
31
(11.071%)
5
(1.786%)
111
(39.643%)
133
(47.500%)
9. Energy is sufficiently available for me to
use as I please.
61
(21.786%)
13
(4.643%)
111
(39.643%)
95
(33.929%)
5. Only the university itself should be
concerned with energy conservation.
48
(17.143%)
84
(30.000%)
77
(27.500%)
71
(25.357%)

16. Result KNOWLEDGE
10. I never consider how much electricity
could be saved.
62
(22.143%)
64
(22.857%)
82
(29.286%)
72
(25.714%)
11. Making appliances' power on and off
schedules helps save electricity.
37
(13.214%)
6
(2.143%)
100
(35.714%)
137
(48.929%)

17. DISCUSSION
The findings generally revealed that the respondents have a positive
attitude towards energy conservation. This could be easily observed
because always practiced and most of the time practiced responses were
the majority.
ATTITUDE ON ENERGY
CONSERVATION

18. Result ACTUAL PRACTICES
STATEMENT TRUE FALSE
1. Effort will be made to improve the utilization of buildings by
consolidating activities from lower utilized buildings into higher
utilized buildings. This will allow building ventilation and air
conditioning system run time to be reduced, resulting in energy
saving.
272
(97.143%)
8
(2.857%)
2. Discontinuing the use of incandescent lighting wherever more
efficient lighting is possible such as when compact fluorescent or
light-emitting diode (LED) bulbs can be used.
266
(95.000%)
14
(5.000%)
3. Maximizing the use of natural light and turning off all nonessential
lighting whenever possible can help to save energy.
272
(97.143%)
8
(2.857%)
4. Computers purchased must have energy-saving features and
should be enabled whenever in use.
261
(93.214%)
19
(6.786%)

19. Result ACTUAL PRACTICES
5. Peripheral equipment should be turned off whenever possible. 269
(96.071%)
11
(3.929%)
6. Students are encouraged to turn off and unplug gaming consoles
when not in use (some brands use almost as much turn off as when
turning on).
269
(96.071%)
11
(3.929%)
7. All powered office equipment should be turned off or place on
standby when not in use unless it is detrimental to the operation of
the equipment to do so. Items such as copiers, printers, calculators,
shredders, etc., should be turned off at the end of the workday.
271
(96.786%)
9
(3.214%)
8. Non-school-provided appliances (such as printers, coffee makers,
refrigerators, freezers, microwaves, toasters, lamps, televisions, and
scanners) may only be used if approved by the authority.
263
(93.929%)
17
(6.071%)

20. Result ACTUAL PRACTICES
9. All appliances shall be turned off when not in use unless it is
detrimental to do so (for example a Wi-Fi router).
271
(96.786%)
9
(3.214%)
10. Make sure that all computers/gadgets are unplugged when leaving
the classrooms and laboratories.
272
(97.143%)
8
(2.857%)
11. Lighting facilities and air conditioning units inside the classrooms
must be turned off before leaving the room.
271
(96.786%)
9
(3.214%)
12. Use only as much lighting as you need. Many classrooms have the
option of turning on multiple rows of lights, but you might only need
one or two.
267
(95.357%)
13
(4.643%)

21. Result ACTUAL PRACTICES
13. Minimize the use of electric appliances by sharing with others in
your department.
266
(95.000%)
14
(5.000%)
14. Get involved. Educate yourself about sustainability, seek out
campus sustainability initiatives.
277
(98.929%)
3
(1.071%)

22. DISCUSSION
The results showed that the respondents have a good practice
toward energy conservation in the study area. Hence, majority of the
respondents positively answered (TRUE) the survey tool.
ACTUAL PRACTICES
ON ENERGY
CONSERVATION

28. Conclusion
The study aimed to assess the students'
knowledge, attitude and practices on energy
conservation in Biliran Province State University- Main
Campus, with a view to reduce electricity bills and
encourage the students toward energy conservation
practices.

29. Conclusion
The perceptions of the students about energy conservation
were measured based on three main factors; knowledge on the
significance of energy conservation, attitudes towards energy
conservation, and energy conservation practices. The
responses recorded from the respondents regarding the
positive statements presented about perceptions were
generally positive. Thus, equipping the students with more
knowledge on energy conservation is a key factor toward
energy conservation.

30. Conclusion
And it was observed that the majority of the respondents
know that wasteful use of energy can be avoided through
energy conservation. It was also observed that a fair majority
of the respondents agreed of using energy saving appliances in
their rooms and also switch off most electrical appliances
which are not in use.

31. Recommendation
PROMOTING ENERGY SAVING THROUGHOUT ALL
STRUCTURES OF THE UNIVERSITY COMMUNITY
This could be achieved through the organization of training
programs, personal advice, one-on-one engagements,
demonstrations, benchmarking, commitment, goal setting,
labeling, modeling and feedback on energy conservation
strategies, periodically, to refresh students, faculty and university
officials on energy conservation behaviors.

32. Recommendation
PROMOTING ENERGY AUDIT ACTIVITIES
Management of the university needs to promote energy
audit activities on all the Schools of the university and also
make energy audits mandatory and provide feedback to
employees in the various offices.

33. Recommendation
DEVELOPING PROMOTIONAL CAMPAIGNS
Promotional campaigns should be developed which takes
into consideration specific behaviors associated with energy
consumption. Also, incentives and disincentives policies for
energy conservation should be framed when considering how
people’s behaviors are formed and how they could be
influenced.