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

1. THE ENVIRONMENTAL CONSERVATION
BEHAVIOR STATUS AMONG
UNDERGRADUATE STUDENTS AT
UNIVERSITI KEBANGSAAN MALAYSIA
Arbaat Hassan
Norshariani Abd. Rahman
Universiti Kebangsaan Malaysia

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. 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. AIMS OF THE STUDY
• Examine the intention and environmental
behaviour and it associated with gender,
disciplines and year of study

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. THANK YOU