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ASERA 2010 SHOAL BAY: ENVIRONMENTAL CONSERVATION AWARENESS AMONG STUDENTS

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This paper was presented at ASERA (Australasian Science Education Research Association) conference organized at Shoal Bay by University of Newscastle, Australia in June 2010

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ASERA 2010 SHOAL BAY: ENVIRONMENTAL CONSERVATION AWARENESS AMONG STUDENTS

  1. 1. THE ENVIRONMENTAL CONSERVATION BEHAVIOR STATUS AMONG UNDERGRADUATE STUDENTS AT UNIVERSITI KEBANGSAAN MALAYSIA Arbaat Hassan Norshariani Abd. Rahman Universiti Kebangsaan Malaysia
  2. 2. STATEMENT OF THE PROBLEM -Previous research findings showed that knowledge, attitudes and awareness among students in Malaysia were at “good” level(Fadzilah 1999; Ruhaya 2001; Ramli 2003; Zurina dan Norjan 2003; Mohd Yusop et al. 2003; Ismail 2005; Seow Ta Wee & Nor Wariza Jufri 2004; Norjan et al. 2005 dan Norlila 2007). -However, the results of the studies from the aspects of behavior dealing with environmental problems, were found that the level of involvement among students were “moderate” and low (Zurina & Norjan 2003; Mohd Yusop et al. 2003)
  3. 3. STATEMENT OF THE PROBLEM - The students have a good awareness about environmental problems but awareness was not changed to a “more” practical (Azizan 2008). - Individual involvement in the activities of environment protection was still in a “low” (Wahida et al. 2004). - The final goal of environmental education was to form human behaviour (Hungerford & Volk 1990).
  4. 4. AIMS OF THE STUDY • Examine the intention and environmental behaviour and it associated with gender, disciplines and year of study
  5. 5. CONCEPTUAL FRAMEWORK Attitudes Personal norms Locus of control Practices of environmental conservation Conceptual framework Adaption from: Planned Behaviour Theory (Ajzen 2005) and Responsible Environmental Behaviour Model (Hines et al. 1986). Intention Behaviour
  6. 6. RESEARCH METODOLOGY • Research method: survey (quantitative) • Instrument: questionnaire • Location of study:Universiti Kebangsaan Malaysia, Bangi, Selangor • Size sample: 377 • Sampling: stratified and simple random • Statistical descriptive analysis: mean, standard deviation and percentage • Statistical inferential analysis : t-test, one way ANOVA and Pearson correlation
  7. 7. RESEARCH FINDINGS POINT: < 2.50 low >2.50 < 3.50 moderate >3.50 high ( Mohd. Yusop et al. (2003) POINT: < 2.50 low >2.50 < 3.50 moderate >3.50 high ( Mohd. Yusop et al. (2003) Table 1.1 Level of Intention, Attitudes, Personal norms, locus of control and behaviour INTENTION ATTITUDES PERSONAL NORMS LOCUS OF CONTROL BEHAVIOUR N 377 377 377 377 377 MEAN 3.572 4.303 3.947 3.191 3.018 S.DEVIATION 0.370 0.395 0.497 0.430 0.691 PERCENTAGE 71.44% 86.06% 78.94% 63.82% 60.36% INTERPRETATIO N HIGH HIGH HIGH MODERATE MODERATE
  8. 8. Table 1.2 Level of Intention, Attitude, Personal Norms, Locus of control and behavior based on Gender CONSTRUCT GENDER MEAN T-TEST SIGN. LEVEL INTENTION MALE 3.620 1.856 0.064 FEMALE 3.546 ATTITUDES MALE 4.278 -0.916 0.360 FEMALE 4.317 PERSONAL NORMS MALE 3.965 0.532 0.595 FEMALE 3.937 LOCUS OF CONTROL MALE 3.174 -0.571 0.568 FEMALE 3.201 BEHAVIOR MALE 3.206 3.966 0.000 FEMALE 2.916 * Significant at level 0.05
  9. 9. Table 1.3: Level of Intention, Attitudes, Personal Norms, Locus of Control and Behaviour Based on Diciplines CONTRUCT DISCIPLINES MEAN F VALUE SIGNIFICANT SCHEEFE TEST INTENTION PURE SCIENCE (PS) 3.589 3.321 0.020 (√) SS - P SOCIAL SCIENCE (SS) 3.636 PROFESSIONAL (P) 3.485 ISLAMIC STUDIES (IS) 3.598 ATTITUDES PURE SCIENCE (PS) 4.338 12.299 0.000 (√) P - PS SOCIAL SCIENCE (SS) 4.358 P - SS PROFESSIONAL (P) 4.129 P -IS ISLAMIC STUDIES (IS) 4.439 * Signifikan pada aras 0.05
  10. 10. CONSTRUCT DISCIPLINES MEAN F VALUE SIGNIFICANT SCHEEFE TEST PERSONAL NORMS PURE SCIENCE (PS) 4.043 9.294 0.000 (√) P - PS SOCIAL SCIENCE (SS) 4.107 - - P - SS PROFESSIONAL (P) 3.799 - - SS - IS ISLAMIC STUDIES (IS) 3.854 - - - LOCUS OF CONTROL PURE SCIENCE (PS) - 2.327 0.074 (X) - SOCIAL SCIENCE (SS) - - - - PROFESSIONAL (P) - - - - ISLAMIC STUDIES (IS) - - - - BEHAVIOUR PURE SCIENCE (PS) - 0.288 0.834 (X) - SOCIAL SCIENCE (SS) - - - - PROFESSIONAL (P) - - - - ISLAMIC STUDIES (IS) - - - -
  11. 11. Table 1.4: Level of Intention, Attitudes, Personal Norms, Locus of Control and Behaviour Based on Years of Study CONSTRUCT YEARS OF STUDY MEAN F VALUE SIGNIFICANT SCHEEFE TEST INTENTION FIRST (1) - 1.515 0.210 (X) - SECOND (2) - - - - THIRD (3) - - - - FOURTH (4) - - - - ATTITUDES FIRST (1) 4.273 5.530 0.001 (√) 2 - 1 SECOND (2) 4.465 - - 2 - 4 THIRD (3) 4.316 - - - FOURTH (4) 4.199 - - - * Signifikan pada aras 0.05
  12. 12. CONTRUCT YEARS OF STUDY MEAN F VALUE SIGNIFICANT SCHEEFE TEST PERSONAL NORMS FIRST (1) 3.8594 3.187 0.024 (√) 1 - 2 SECOND (2) 4.0761 - - - THIRD (3) 3.9945 - - - FOURTH (4) 3.9219 - - - LOCUS OF CONTROL FIRST (1) - 0.696 0.555 (X) - SECOND (2) - - - - THIRD (3) - - - - FOURTH (4) - - - - BEHAVIOUR FIRST (1) - 1.267 0.285 (X) - SECOND (2) - - - - THIRD (3) - - - - FOURTH (4) - - - -
  13. 13. Table 1.5: Correlation Betweeen the Intention, Attitudes, Personal Norms, Locus of Control and Environmental Behaviour INTENTION ATTITUDES PERSONAL NORMS LOCUS OF CONTROL BEHAVIOUR r = 0.808** Sig = 0.000 r 0.262** Sig = 0.000 r = 0.391** Sig = 0.000 r = 0.288** Sig = 0.000 CONCLUSION VERY HIGH LOW LOW LOW ** Significant at level 0.01 Point: 0.00 – 0.20 Be neglected 0.20 – 0.40 Low 0.40 – 0.60 moderate 0.60 – 0.80 High 0.80 – 1.00 Very high (Alias Baba 1999) Point: 0.00 – 0.20 Be neglected 0.20 – 0.40 Low 0.40 – 0.60 moderate 0.60 – 0.80 High 0.80 – 1.00 Very high (Alias Baba 1999)
  14. 14. CONCLUSION • Intention was closed related to environmental behaviour. • Therefore, other than to increase knowledge and skills to protect environment, students should be given skill of awareness through psychological methods such as increasing student motivation, commitment and responsible attitudes towards the environment • Teaching and learning also had to be more focus on the methods for field work such as issue investigation and case study research to solve environmental issues
  15. 15. CONCLUSION • Teaching and learning approaches in environmental education “in” and “to” more appropriate used at the university level because at the primary and secondary school, learning use more approach on “about” the environment. • Assessment of learning achievement for the objectives of environmental education should be done systematically to improve teaching and learning methods in the future. • The most important thing to improve the practices of environmental behaviour is to change in lifestyle of individuals themselves.
  16. 16. THANK YOU

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