Evaluating Behavioral Changes from Sustainable Practices in Secondary Schools

Aida Soraya Shamsuddin; Nurfashareena Muhamad; Sharifah Zarina Syed Zakaria; Muhammad Rizal Razman; Mohd Fairus Awang; Bisharuzi Omar

Aida Soraya Shamsuddin
Nurfashareena Muhamad
Sharifah Zarina Syed Zakaria
Muhammad Rizal Razman
Mohd Fairus Awang
Bisharuzi Omar

Abstract

Promoting sustainable practices can be accomplished through educational activity, providing incentives, and offering convenient alternatives. Carbon Footprint School Programme is one of the approaches in encouraging behavioral changes was conducted in two boarding secondary schools with aims to: a) assess students' knowledge, attitudes, and practices (KAP) levels on carbon footprint; b) assess the effectiveness of this programme on shifting the knowledge, attitudes, and practices of students towards carbon footprint; and c) identify the relationships between knowledge, attitudes, and practices. For knowledge, items one, four, and five demonstrated a statistically significant increase in the knowledge score mean before and after the programme, with a t-value of -4.40 (p < 0.01). Regarding attitudes, there were notable increases in scores for specific items related to students' views on carbon footprint. A significant difference in attitudes between pre-evaluation and post-evaluation was found, with a t-value of -4.40 (p < 0.01). For practices, students' practices related to 14 specific items showed a significant increase in carbon footprint. We discovered a significant correlation between attitudes and practices in both the pre-and post-evaluation, with r = 0.309, p < 0.01 and r = 0.349, p < 0.01, respectively. No significant connections were found between knowledge and attitudes or between knowledge and practices during the pre- and post-evaluation.

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