|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||
| Full Text : |
| Energy resource consumption, and particularly consumption of electrical energy, influences the increase of greenhouse gas – that is, carbon dioxide in the atmosphere – which results in global warming. One of the strategies to overcome this issue is to implement energy saving sustainability practices. Thus, the purpose of this article is to identify the level of carbon foot print from electricity consumption as well as the relationship and effects of sustainability knowledge, green knowledge, and sustainability practices towards electricity consumption (carbon footprint analysis) in primary schools. This study involved 423 students from ten primary schools within the district of Batang Padang, Perak, Malaysia. A cluster sampling method was used during the first stage of selecting the schools and groups of students. Then, the respondents were chosen by a simple random method from among students between the ages of 10 to 12 years old who were able to read. Results show that the carbon footprint emissions in the studied school areas are still at a low level. The relationship analysis shows a weak significant correlation between (i) sustainability practices and sustainability knowledge, (ii) sustainability practices and carbon footprint, and (iii) green environment and carbon footprint analysis. Similarly, the study shows a moderate relationship between 3R practice variables and carbon footprint analysis in schools. Regression analysis shows that sustainability practices contribute to carbon footprint when compared with sustainability knowledge and green environment. Thus, this shows that sustainability knowledge has a direct relationship with sustainability practices and electricity consumption. The results clearly prove that primary school students show positive elements of sustainability practices. These findings can help schools to identify weak variables, such as green practices knowledge, that need to be improved in order to reduce carbon emissions in schools. |
| References |
1. Aguirre-Bielschowsky, I. (2014). Electricity Saving Behaviours and Energy Literacy of New Zealand Children. PhD Thesis, University of Otago, New Zealand.
2. Agut, M. P. M., Ull, M. A., & Minguet, P. A. (2014). Education for sustainable development in early childhood education in Spain. Evolution, trends and proposals. European Early Childhood Education Research Journal, 22(2), 213–228.
3. Ajzen, I. (1991). The theory of planned bahaviour. Organization Behaviour and Human Decision Processes, 50, (2), 179–211.
4. Barr, S., Leigh, K., & Dunba, B. (2011). Green Schools that Teach. Colorado. Retrieved from http://ibe.colostate.edu/documents/Green_School_That_Teach.pdf
5. Bates, S., & Tregenza, N. (2007). Education for sustainability in the early years a case study from
Hallett Cove Preschool. Australian Sustainable Schools Initiative South Australia. etrieved from https://www.decd.sa.gov.au/teaching/projects-and programs/aussi-sa
6. Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London: RoutledgeFalmer.
7. Dennis, V., & Lisa, K. (2013). School leaders, sustainability, and green school practices: An
elicitation study using the Theory of Planned Behavior. Journal of Sustainability Education, 4, 2151-7452.
8. Doppelt, B. (2003). Leading change towards sustainability: A change management guide for business, government and civil society. Sheffield. UK: Greenleaf publishing.
9. Energy Saving Trust. (2015). Renewable heat in Scotland 2014. Scotland. Retrieved from
http://www.energysavingtrust.org.uk/sites/default/files/reports/161006_Renewable%2 0Heat%20in%20Scotland%202015_FINAL.pdf.
10. Fishbein, M. & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
11. Forest Research Institute Malaysia (FRIM). (2012). FRIM calculates carbon footprint to save
energy. Retrieved from https://www.frim.gov.my/en/frim-calculates-carbon-footprintto-save-energy/.
12. Federation of Malaysian Consumers Associations (FOMCA). (2013). Memahami Kepentingan Kecekapan Tenaga. Generasi Pengguna, 10. Retrieved from http://www.fomca.org.my/v1/ [In Malay].
13. Hammond, G. (2007). Time to give due weight to the carbon footprint issue. Nature, 445(7125), 256.
14. Hanifah Mahat. (2013). Kesedaran dan komitmen pendidikan pembangunan lestari dalam komuniti sekolah menerusi Program Sekolah Lestari Di Malaysia. Tesis Kedoktoran. Universiti Pendidikan Sultan Idris. [InMalay]
15. Hanifah, M., Mohamad Suhaily Yusri, C. N., & Nurul Izzah, A. (2015). Kajian Tahap Amalan Kelestarian dalam Kalangan Murid Prasekolah Kementerian Pendidikan Malaysia Daerah Hulu Langat , Selangor. Geografi, 3(1), 25–35. [In Malay]
16. Hanifah, M., & Muhamad Suhaily Yusri, C. N. (2016). 3R Practices among MOE Preschool Pupils through the Environmental Education Curriculum. SHS Web of Conferences, 23, 1–13. Retrieved from http://www.shs-conferences.org/component/solr/?task=results#!q=usm
psu&sort=score desc&rows=10&e=shsconf
17. Hanifah, M., Shaharuddin, A., Mohamad Suhaily Yusri, C. N., & Noraziah, A. (2014). Pendidikan pembangunan lestari - Hubungan kesedaran antara ibu bapa dengan pelajar. GeografiaMalaysia Journal of Society and Space, 5(5), 71–84. [In Malay]
18. Hanifah, M., Shaharuddin, A., & Mohamad Suhaily Yusri, C.N. Noraziah, A. (2014). Hubungan kesedaran tentang pendidikan pembangunan lestari antara ibu bapa dengan pelajar. Geografia-Malaysia Journal of Society and Space, 10(5), 71–84. [In Malay]
19. Hanifah, M., Shaharudin, I., Mohmadisa, H., Nasir, N., & Yazid, S. (2015). Transforming
sustainability development education in Malaysian schools through greening activities. Review of International Geographical Education Online ©RIGEO, 5(1), 77–94.
20. Hanifah, M., Yazid, S., Mohmadisa, H., & Nasir, N. (2016). Model development on awareness of education for sustainable schools development in Malaysia. Indonesian Journal of Geography, 48(1), 39–48.
21. Hilal, A. (2011). Determining energy saving behavior and energy awareness of secondary school students according to socio-demographic characteristics. Educational Research and Reviews, 6(3), 243–250.
22. Jabatan Alam Sekitar. (2014). Laporan Kualiti Alam Sekitar 2014. Putrajaya. [In Malay]
23. Kamariah. (2015). TNB Laksanakan Program Penjimatan Tenaga Elektrik. Sinar Harian, p. 13. [In Malay].
Kementerian Tenaga, Teknologi Hijau Dan Air (KeTTHA). (2015). Laporan Tahunan 2014.Putrajaya. [In Malay].
24. Kelly, S. F., & Brian, W. H. (2012). Determinants of young Australians’ environmental actions: the role of responsibility attributions, locus of control, knowledge and attitudes.Environmental Education Research, 8(2), 171–186.
25. Lay, Y. F., Khoo, C. H., Munting, E. T., & Chong, C. A. (2012). Secondary school students’ energy literacy: Effect of gender and school location. OIDA International Journal of Sustainable Development, 3(7), 75–86.
26. Lay, Y. F., Khoo, C. H., Treagust, D. F., & Chandrasegaran, A. L. (2013). Assessing secondary
school students’ understanding of the relevance of energy in their daily lives. International Journal of Environmental and Science Education, 8(1), 199–215.
27. Maloney, M. P., & Ward, M. P. (1973). Ecology: Let’s hear from the people: An objective scale for the measurement of ecological attitudes and knowledge. American Psychologist, 28, 583–586.
28. Norizan, E. (2010). Environmental knowledge, attitude and practices of student teachers.International Research in Geographical and Environmental Education, 19(1),39–50.
29. Nurul Hidayah Liew, A. (2012). Pendidikan alam sekitar merentas kurikulum di sekolah rendah:Satu penilaian awal. In International Environment & Health Conference (pp. 195– 204). Pulau Pinang. [In Malay]
30. Persatuan Penyelidikan Air dan Tenaga Malaysia, (AWER). (2012). Menghentikan Penggunaan Mentol Berfilamen : Adakah Malaysia Melakukannya Dengan Betul?. [In Malay]
31. Richard, K. (2016). Energy literacy warning as only 7 per cent of young people understand bills. Retrieved from http://www.energysavingtrust.org.uk/about-us/news/energy-literacywarning-only-7-cent-young-people-understand-bills
32. Salonen, A. O., & Tast, S. (2013). Finnish early childhood educators and sustainable development. Journal of Sustainable Development, 6(2), 70–85.
33. Samuelsson, I. P. (2011). Why we should begin early with ESD: The role of early childhood education. International Journal of Early Childhood, 43(2), 103-118.
34. Scoullos, M., & Malotidi, V. (2004). Handbook on methods used in environmental education and education. Athens: MIOECSDE.http://www.medies.net/_uploaded_files/
publications/HANDBOOK._ENGpdf.pdf [18 Julai 2016]
35. Schahn, J., & Holzer, E. (1990). Studies of individual environmental concern: the role of knowledge, gender, and background variables. Environment and Behavior, 22(6), 767–787.
36. Shaharudin, I. (2012). Peralihan ke zaman ekologi. Dewan Kosmik, 38–39. [In Malay] Ugulu, I., Sahin, M., & Baslar, S. (2013). High school students ’ environmental attitude : Scale development and validation, International Journal of Educational Sciences,5(4),415
37. Van Liere, K. D., & Dunlap, R. E. (1981). Environmental concern: Does it make a difference how
it’s measured?. Environmental and Behavior, 13, 651–676.
38. Walser, T., Demou, E., Lang, D.J., Hellweg, S. 2011. Prospective Environmental Life Cycle Assessment of Nanosilver T-shirts. Environmental Science and Technology, 2011(45), 4570-4578.
39. Wiedmann, T., & Minx, J. (2007). A Definition of Carbon Footprint. Science, 1, 1–11.
40. Wu, W. (2011). Carbon Footprint – a Case Study on the Municipality of Haninge. Masters Science, Uppsala University. Retrieved from https://www.divaportal.org/smash/get/diva2:442651/FULLTEXT01.pdf |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |