This document summarizes a study that investigated the impact of a sustainability module intervention on teachers' knowledge, attitudes, and practices regarding education for sustainable development (ESD) in Malaysia, Cambodia, and Vietnam. The study involved administering questionnaires to teachers before and after a workshop, as well as focus group interviews. Key findings included improved ESD knowledge and positive attitudes among teachers in all three countries. The intervention module was found to be an effective way to enhance teachers' understanding and implementation of ESD.

1. Kami Memimpin We Lead
Kami Memimpin We LeadB
The 10th Asia-Pacific RCE Meeting New Delhi, India, 2-4
November 2017
Munirah Ghazali
munirah@usm.my
An Intervention Study Using ‘Sustainability
Module’ On Teachers ESD Knowledge, Attitude and
Practices

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OFFICE OF RCE PENANG

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Objective:
• to investigate the level of knowledge, attitude and practices
towards ESD among secondary school teachers before and
after an intervention study.

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Teachers Role
• Teachers play important roles to reorient education
towards ESD.
• Because of this, teachers need to have an excellent
knowledge about ESD to understand what is ESD.
• Knowledge about ESD is important as stated by Eilks and
Burmeister (2013), teachers need knowledge dealing with
sustainability, SD and overall meaning of SD.
• Thus, by having this important element, knowledge of ESD,
it can be assuming that teachers will have good attitudes
and practices towards ESD. Those three important
elements are related to each other in order to produce
responsibility students towards sustainability.

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Teachers’ Belief System

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Research Design
• This research employed a sequential mixed method
design model through quasi experimental design.
• Measurement of teachers’ KAP before and after the
intervention
• The Teachers’ ‘Sustainability Module’ was used as main
resource for the intervention.
• Focused group interview consisting of 5-6 teachers per
group was conducted to further engage teachers’
knowledge, attitude and practices in ESD.

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Methodology
• This study consists of three phases.
• First is the administration of pre-test (questionnaire) to
measure teachers’ baseline ESD knowledge, attitude and
practices data in Malaysia, Cambodia and Vietnam. A
total of 90 teachers were selected for the pre-test data,
followed by
• second phase: intervention workshop. The objectives of
the workshop are to enhance teachers’ ESD knowledge,
attitude and practices.
• Third is to measure teachers’ ESD knowledge, attitude
and practices after the intervention workshop

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Methodology
• Target Respondent
• The target respondents for this research are 30
secondary school teachers in Penang (Malaysia), Phnom
Penh (Cambodia) and Ho Chi Minh (Vietnam). The
selection of the teachers are based on three criteria as
below:
• i. The teachers must come from school in urban and
rural area
• ii. The teachers must teach lower form class (Form One
to Form Three)
• iii. The teaching subject must be in various field such as
Malay, English, Mathematics and others

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Methodology
• Data Collection
• Two types of data were collected. Firstly the quantitative data by
requesting teachers to answer the questionnaire before and after
the intervention workshop. The questionnaires were handed
individually during the intervention in Malaysia, Vietnam and
Cambodia.
• Qualitative data were collected during focused group interview. The
teachers’ responses and discussion during the interview were
recorded and transcribed. The interview focus on three main
aspects which are knowledge, attitude and practices. Knowledge
focus on understanding of ESD, attitude focus identifying teachers’
attitude on implementing ESD in curriculum. Practices focus on the
existing ESD practices and what they aspire to do in implementing
ESD in curriculum in school.

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• The interview seek to further investigate
teachers’ ESD knowledge, attitude and practices.
The knowledge section consist of two questions
related to the knowledge about ESD. While
attitude section has two question for identifying
teachers attitude on implementing ESD in
curriculum. While, practices has three questions
focus on the existing ESD practices and what they
aspire to do in implementing ESD in curriculum in
school.

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Target Respondent
• The target respondents for this research are 30
secondary school teachers in Penang (Malaysia),
Phnom Penh (Cambodia) and Ho Chi Minh
(Vietnam). The selection of the teachers are
based on three criteria as below:
• i. The teachers must come from school in urban
and rural area
• ii. The teachers must teach lower form class
(Form One to Form Three)
• iii. The teaching subject must be in various field
such as Malay, English, Mathematics and others

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The KAP questionnaire
• A Questionnaire consisting of 56 items and are categorized
into of three sections which are knowledge, attitude and
practices.
• The total items for knowledge section is 23 items.
• As for attitude, there are 14 items which adapted from the
previous questionnaire by Mohammad Zohir. The items
consist of statement of agreement which will measure the
teachers’ attitude towards ESD.
• Practices section contents are adapted and modified from
the Curricular on Education for Sustainable Science for
Secondary School Teachers (Mulá & Munirah, 2016) that
measure the practice of teachers on ESD. The five-point
Likert scale is used in the instrument.

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The workshops
• conducted separately in Malaysia (Penang) on
September, in Cambodia (Phnom Penh) and
Vietnam (Ho Chi Minh) on October. Teachers
were requested to fill in the pre-test
questionnaires before the workshop and they
were requested to fill it again after the workshop
finished. As for Malaysia, due to time constraint,
teachers were requested to fill in an online post-
test wish they can send back the questionnaire at
their own convenient time.

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Data Analysis
• The entire returned questionnaire were scored and analyzed by using the SPSS.
Descriptive statistic such as mean and standard deviation and inferential statistic
specifically paired sample t-test and one way ANOVA were used to analysed the
data.
• Mean and standard deviation were used to determine the teachers’ level of
knowledge, attitude and practices. While paired sample t test is used to compare
level of knowledge, attitude and practices before and after the intervention.
• One Way ANOVA is used to identify the different means of knowledge, attitude
and practices of teachers between those three countries. The level of significant
that we used is .05.
• The interviewed data was transcribed and coded in order to find the predetermine
themes which are knowledge, attitude and practices on ESD.

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Findings
• Quantitative
• Summary of pre and post data for Malaysian, Vietnamese and Cambodian teachers’ ESD
knowledge, attitude and practices.
• Based on the result above, we concluded that the ‘Sustainability Module - Activity Module
Awareness and Knowledge of ESD for Teachers in Malaysia, Cambodia and Vietnam’ has given
a significant impact to the teachers’ knowledge, attitude and practices. The p value which is
lower than .05 indicates that there is significant mean difference before and after the
intervention.
Table 9
Paired Samples T-Test for Knowledge, Attitude and Practices Section
Paired Differences
t df
Sig.
(2-
tailed)
Mean
Std.
Deviati
on
Std.
Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair
1
PreMeanKnowledge
-
PostMeanKnowledg
e
-18.60 15.84 1.84 -22.26 -14.92
-
10.01
73 .000
Pair
2
PreMeanAttitude -
PostMeanAttitude
-2.36 5.91 .72 -3.80 -.92 -3.27 66 .002
Pair
3
PreMeanPractices -
PostMeanPractices
-2.73 7.04 .88 -4.50 -.98 -3.11 63 .003

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Summary of baseline data for Malaysian, Vietnamese
and Cambodian Teachers KAP
• Country
• Construct Malaysia Cambodia Vietnam
• Mean Knowledge 72.75 65.55 63.33
• Mean Attitude 54.35 51.64 53.88
• Mean Practices 65.20 65.95 65.55

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Summary of pre and post data for Malaysian, Vietnamese and Cambodian
teachers’ ESD knowledge, attitude and practices.
• Country
• Construct Malaysia Cambodia Vietnam
• Pre-test Post-test Pre-test Post-test Pre-test Post-test
• Knowledge 72.75 83.30 65.55 84.43 63.33 86.97
• Attitude 54.35 54.65 51.64 56.55 53.88 56.57
• Practices 65.20 65.40 65.95 68.81 65.55 69.00

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Item analysis for pre-test and post-test in Knowledge
section
• Country Malaysia CambodiaVietnam
• Items
• Mean Pre Mean Post Mean Pre Mean Post Mean Pre Mean Post
• Knowledge
• 4. (MDGs) 2.35 3.10 2.10 3.38 2.11 3.69
• 12.Pedagogical principles 3.40 3.45 3.47 3.78 3.43 4.07
• 18.Poverty trap 3.45 3.60 2.67 3.41 1.93 3.14
• 20.Cultural diversity 3.70 3.80 3.27 3.72 3.25 4.00

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Findings on Attitude

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Practices

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Findings: Qualitative Data
• Knowledge improvement on ESD terminologies and three pillars
The teachers’ in this study improved their knowledge of ESD, know
about the three pillars of ESD and also about the terminologies of ESD.
• Positive attitude towards integration of ESD in the curriculum
All teachers have a positive attitude towards ESD and agreed to
infuse ESD in the curriculum. However, the teachers proposed different
mode of implementation. There are teachers who suggested the ESD
should be integrated across curriculum. There are teachers who
viewed ESD should be integrated only in a certain subject and there are
teachers. Furthermore, teachers in Cambodia also showed willingness to
integrate ESD within the community
• Good practices towards ESD
All the teachers have good practices towards ESD. They already did
the ESD practices among the students and community. Thus, the intervention
provided them more ideas to implement more activities on ESD with
their students or community.

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Conclusions
• The base line data for Malaysian, Cambodian and Vietnamese teachers on
ESD knowledge and attitude was good while for practice, the level was
excellent.
• Findings also revealed that the ESD module that has been developed in
this research was suitable and can be used in these three country when
there is no mean significant difference between those countries in terms
of knowledge, attitude and practices, F(2,76)= 0.47, p= 0.63 (knowledge),
F(2,74)= 0.84, p=0.43 (Attitude) and F(2,74)= 2.04, p=0.137 respectively.
• The research team would like to recommend further research to improve
and enhance the questionnaire’s to measure teachers’ knowledge,
attitude and practices in ESD especially for items that have scientific
terminologies to include descriptions that is ‘friendly’ to all fields of
education and not to the scientist alone.

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Conclusions
• Secondly, it is recommended that the duration for the workshop to
be more than 1.5 days to allow for more interaction between the
teachers among themselves and also the teachers with the research
team members.
• While focus group interview allowed the researchers to further
probe the teachers ESD knowledge, attitude and practices, it is
recommended to have a one-to one interview in future research.
• This research also proposes a teachers’ ESD professional
development where the impact is measured via the KAP
instrument. Therefore, it is suggested that a rigorous psychometric
measure is applied to future development of the instrument.

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8. Background Research Leads to Prototype
Background Research Leads to Prototype
2016
1ST CLMV WORKSHOP: EDUCATION FOR SUSTAINABLE
DEVELOPMENT (ESD) IN MALAYSIA: 22 SEPTEMBER 2016

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8. Background Research Leads to Prototype
Background Research Leads to Prototype
2016
2ND CLMV WORKSHOP: ACTIVITY MODULE AWARENESS
& KNOWLEDGE OF ESD FOR TEACHERS IN CAMBODIA:
15-16 OCTOBER 2016

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CLMV An Intervention Study
Using 'Sustainability Module' on Teachers' ESD
Knowledge, Attitude and Practices
in Malaysia, Vietnam and Cambodia: A
Comparative Study.
Workshop in collaboration RCE Greater Phnom
Penh, 15th -16th October 2016
CLMV Research Project:
Workshop

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8. Background Research Leads to Prototype
Background Research Leads to Prototype
2016
3RD CLMV WORKSHOP: ACTIVITY MODULE AWARENESS
& KNOWLEDGE OF ESD FOR TEACHERS IN VIETNAM: 22-
23 OCTOBER 2016

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JOIN US!
RCE Penang,
Ground Floor,
Block D07 Menara Sejahtera,
Universiti Sains Malaysia,
11800 USM, Pulau Pinang
Tel : +604 653 6283
Fax : +604 653 6284
@RCE_Penang RCE Penang at USM
www.rce-penang.usm.my

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Thank You
Contact email: munirah@usm.my